
Class LB 
Book TPl 



3 «<L .J 



19^1 



A COMPLETE MANUAL. 



POLLARD'S 



SYNTHETIC METHOD 



OF 



READING AND SPELLING. 



Designed to Accompany Synthetic Readers and Spellers. 



By REBECCA S? POLLARD. 



Chicago and New York: 

WESTERN PUBLISHING HOUSE. 
1891 






Entered according to Act of Congress, in the year 1889, by 

WESTERN PUBLISHING HOUSE, 

In the office of the Librarian of Congress, at Washington, D. C. 



PREFACE. 



THE habit of correct speaking should be formed in the nursery. 
It is there that the prattler should be taught distinct articu- 
lation, which is the first requisite for good reading. 

How often do we hear fond mothers indulge in such expres- 
sions as "Dood baby! he tan say evesing." 

It has been said that the motions of children are, originally, 
graceful and it is by permitting them to become perverted that 
we lay the foundation for habitual awkwardness in later life. 
This is equally true of correct pronunciation. Let the same 
care be taken to secure good reading as is required to make an 
accomplished performer on the piano. Let pupils understand the 
full meaning of this quotation: " Words should be delivered from 
the lips as beautiful coin, newly issued from the mint; deeply and 
accurately impressed; perfectly finished ; neatly struck by the proper 
organs; distinct; in due succession and of due weight." 

Make reading of the first importance. As in music, let there 
be scales to practice; drills in articulation; a thorough 'preparation 
for reading before the simplest sentence is attempted. 

Let the rules governing the correct pronunciation of words be 
learned by singing the songs prepared expressly for this purpose 
and found in the back of this book. Make a pleasing recreation 
of the singing, and the youngest pupils will learn, unconsciously, 
what it would otherwise be impossible for them to remember. 

Since accurate pronunciation and correct spelling are of the utmost 
importance, what can be more desirable than a method based upon 
the rules of orthoepy and orthography? 

Instead of teaching the word as a whole and afterward sub- 
jecting it to phonic analysis, is it not infinitely better to take the 
sounds of the letters for our starting point, and with these sounds 
lay a foundation firm and broad, upon which we can build whole 



4 PREFACE. 

families of words for instant recognition ? What wonder that 
little ones grow weary of the u black rat " so often presented for 
inspection, or that " the boy " becomes monotonous after repeated 
introductions ! 

Our method may be taught by the printed letters or by script. 
Our preference is for the former. Prepare the child for the printed 
page by the presentation of printed words. 

This is an ag£ of drawing and sketching. A child may be 
taught to draw an oval, in the formation of the letter g, as 
readily as he learns to sketch a cup. If reading and spelling are 
of more importance than the mere imitative art of writing (an 
art that even feeble-minded children can readily attain), why not 
defer this until later; until pupils are made familiar with printed 
words by printing them upon their slates ? The reproduction of 
the letters, as they occur in the words of the Spellers for marking, 
is exactly what pupils need to familiarize them with the 
printed page. It is to the latter their first efforts are directed, 
and for this reason they should be taught to print. 

The words of our Speller have been so classified as to 
obviate the necessity of a continuance of printing. As soon 
as pupils have been led into independent marking, these printed 
pages should be placed in their hands. 

It has been proved, in innumerable instances, during the past four 
years, that first grade pupils are as delighted with the busy-work 
afforded by the marking and sounding of the letters as are children 
of more tender years with their kindergarten occupations. Is it not 
wise then, to encourage such employment as impresses upon the 
memory the elements of the word, and thus, unconsciously, leads the 
child into independence of thought and action? Let the marking, 
sounding and pronouncing of words in the Primary Speller follow 
each black-board drill. Let no attempt be made to read until every 
word in the reading lesson has been marked and sounded; until 
every word meets with instant recognition. 

There must be no guess -work; no reference to pictures; no wait- 
ing for a story from the teacher to develof the thought. If the 



PREFA CE. 5 

instructions of the Manual are carefully followed (in inflection, as 
well as in pronunciation), the child's own voice will give him a 
perfect understanding of what he reads. Do you doubt the possi- 
bility of this? Then visit the schools where the Synthetic Method 
has been tested and note the enthusiasm of the pupils ; their apprecia- 
tion of what they read. 

Do not permit pupils to use books in which diacritical marks are 
-printed. It is the correct placing of these marks that leads to 
independence in pronunciation. If you would give the Synthetic a 
fair trial, place in the hands of your pupils the books in which we 
have arranged and classified words for marking. If attempts be 
made to instruct through other books, the multiplicity of sounds 
found in every lesson will only confuse pupils and discourage 
teachers. 

CAUSES OF FAILURE. 

Upon making inquiries of a teacher who told me she had failed 
utterly in her attempt to teach the Synthetic and had gone back to 
her old method of instruction, the following replies were elicited: 

"Did you require your pupils to print?" 

"By no means. Printing would not be tolerated here." 

" Did you teach them the new sounds of the letters, by the singing 
of the scales and of the songs? " 

"Well, no; I do not sing myself and the songs sound rather 
foolish." 

u Did you lead them, step by step, until they were able to mark, 
without your assistance, the classified words in our Spellers and 
Readers ? " 

" We did not deem a change of books necessary, and I could 
never be induced to permit pupils to ruin their boohs by marking" 

" Not if, by so doing, accuracy in pronunciation be attained?" 

u Can not the same results be attained by writing and marking 
words?" she asked. 

" They can not. The arrangement of the letters composing a 
printed word is indelibly fixed in the mind by the tying and mark- 



6 PREFACE. 

ing of these letters. The word grows familiar, as we may say, by 
frequent use, and the child soon learns to recognize it without 
marking." 

It requires, besides, too much work upon the part of the child to 
copy all the words of a lesson. He finds them in his Speller classi- 
fied—arranged for marking — and forthwith begins the pleasing task 
oi preparing to pronounce them. In his Reader he finds similar 
words which grow familiar through a second marking, and it is not 
until this is accomplished that the reading should be attempted. 

As to the spoiling of the books, parents learn to consider this a 
trifling loss when they are brought to realize that the result of this 
" marking " is accurate reading and correct spelling. How can the 
price of a book be weighed in comparison with such results? Upon 
further inquiry, this teacher informed me that she had used what 
she called a Combined Method. She had presented the word as a 
whole, and afterward desired pupils to write and mark it according 
to Synthetic rules. 

The Word and the Synthetic Method can not be combined. 
Teach pupils to recognize a word " as a whole " and there will be no 
incentive to " find it out " by marking and sounding. Prolonged 
effort, upon the teacher's part, to lead pupils to recognize individual 
words is what Word Method demands. With Synthetic it is touch ; 
voice, ear, eye and memory. It involves independence of action. 
Pupils need no help with words whose classification has been 
explained. They understand their work, and undertake it with the 
proud consciousness of their own ability. Without a thought of what 
the word may be, they "tie, mark and sound,'" as the pencil glides 
from right to left ; then, lifting it, all the letters are sounded in quick 
succession, and lo! from their own lips a familiar word falls upon 
the ear. 

In proof of the impossibility of classifying our language for the 
purpose of presenting words of similar sound, the words dough, 
though and through are often presented. No trouble arises from 
such exceptions where these words are presented for marking. 
We show that the first two are classified with the u o long family," 



PRE FA CE. 7 

and the last with the family of "double o long." By repeatedly 
marking such words, the letters composing them become fixed in 
the mind, and thus their orthography as well as their pronouncia- 
tion is secured. 

The design of the Manual is to guide the inexperienced teacher 
in her daily work. The simplest language has been chosen; such 
expressions as she would use in explaining to first grade pupils. 
For this reason all technicalities have been avoided, the terms 
used being only such as the youngest pupil may comprehend. The 
"Johnny Story" should be read carefully before beginning the 
instruction, because, through it, the sounds of the letters are pre- 
sented and many expressions used in the Manual explained. 

The devices serve to hold the attention of the youngest pupils,^ 
while the pleasing recreation of singing the songs adapted to the 
lessons, rob "diacritical marking" of all its terrors. 

Carping critics, who imagine they can absorb the method by 
glancing through the Manual have asserted that the method con- 
sists merely in the devices we use at the beginning of the work, 
and that it is through these, alone, that an unusual interest is 
awakened. 

Why should not something be used to awaken and hold the 
interest of children in the drudgery of the first lessons in reading? 
Are not splints, balls, toothpicks, clay and sand-work used for this 
purpose in teaching the first principles of arithmetic and geogra- 
phy? Every intelligent teacher knows, when the developing mind 
of the child no longer needs these devices or helps in the last 
named branches. Why should there be any question as to when 
the devices of this method have served their purpose? 

Experienced teachers affirm that the interest on the part of 
pupils becomes even more intense when these devices are dropped 
and they learn to recognize the different families of words, and to 
observe their methodical classifications. If the teacher is enthusi- 
astic, there will be no abatement of interest upon the part of the 
pupils. 

Our method is no longer suggested as an experiment. From 



8 PRE FA CE. 

every state in the Union come letters from earnest teachers, who 
have tested its worth, and are generous enough to send us their 
cordial endorsements; who, unsolicited, assure us they have found, 
at last, the one thing needful in primary teaching— a method that 
leads to independence in pronounciation. 

REBECCA S. POLLARD. 




CONTENTS 



PAGE. 

DIACRITICAL MARKS 17 

Vowel Sounds . . 17 

Consonant Sounds 19 

Equivalent Consonant Sounds 19 

Equivalent Vowel Sounds 20 

SUGGESTIVE NAMES 22 

Vowels 22 

Consonants „ 22 

MEANING OF TERMS 24 

Make Scales 24 

Mark and Sound 24 

Tie 24 

Equivalent Consonants 24 

Door Knobs , 24 

Back Door Keys 25 

Front Door Keys 25 

Rotary 25 

MANUAL 26 

Motion* Signs 26 

Voice Signs 26 

Breathing 27 

Letter-Children 29 

Ladders 30 

Window and Letter Songs 31 

Make Scales 32 

Families of Words 33 

Name-Words 38 

Singular and Plural Number 38 

The Letter S 39 

Back Door Keys 40 

The Letter S Continued 41 

The " Ack" Family _ 42 

The " And" Family . # 44 

The " Ang" Family » 45 

The " Ank" Family 45 

Front Door Keys 47 



io CONTENTS, 



PAGE. 

C and G Keys 48 

Whisper Keys 48 

TH (Breath) 49 

TH (Voice) 49 

Three Letter Keys 50 

Obscure A 50 

Adjectives 50 

A Talk About E Short 52 

Table of Reference (for Word-Building) 53 

A Talk About I Short 55 

Table of Reference (for Word-Building) 55 

A Talk About Short 56 

Table of Reference (for Word-Building) 57 

A Talk About U Short 58 

Table of Reference (for Word-Building) 58 

Action Words 60 

00 Short 60 

Proper Diphthongs 63 

Diphthong Children 64 

Table of Reference (for Proper Diphthongs) 65 

The Short Family 66 

The Long Family 66 

C and G Soft .'. 68 

Table of Reference (for Long Families) 69 

E Long 70 

1 Long and I 71 

Pronouns 71 

O Long 71 

Oil and oil 72 

U Long 73 

" Table of Reference (for Word-Building) 73 

00 Long 74 

Table of Reference (for Word-Building) 75 

K, G, W and U Silent 78 

The d and ed Words 79 

Rules 79 

Action Words in d and ed 79 

Equivalents of Long Vowels 80 

Equivalents of A Long 80 

Table of Reference (for Word-Building) 82 



CONTENTS. ii 



PAGE. 

Equivalents of E Long 83 

Table of Reference (for Word-Building) 83 

Equivalents of I Long 84 

Equivalents of O Long . 84 

Table of Reference (for Word-Building) 85 

Equivalents of U Long 85 

The Circumflex Vowels 86 

O Circumflex 86 

U Circumflex 88 

Wave Vowels 88 

E Circumflex go 

Sign-Board Words , 91 

A Circumflex 91 

Short Vowels , 92 

The Italian Family , . . . . 93 

A Italian „ 93 

Table of Reference (for Word-Building) 94 

Is and Are '. 95 

A Short Italian 96 

Table of Reference (for Word-Building) 98 

The Broad Family 98 

The Half-Broad Family 100 

The Letter y 100 

Compound Words 103 

Words with Equivalent Sounds 104 

Dissyllables 104 

The ing Family 105 

Accent 106 

Name and Action Words 107 

The le Families 109 

The y Short Families 111 

Ry and row in 

The er Family - in 

The Quiet Family . . 112 

A Obscure 113 

The Letter u 114 

Suggestions for Review 114 

RULES 119 

The Marking of Vowels , 119 

The Marking of Consonants 127 



12 CONTENTS. 



PAGE. 

THE JOHNNY STORY .-. 137 

SONGS (Pages 1-27; following the Johnny Story, after 185) 

APPENDIX 189 

Suggestions for First Grades 189 

Drills in Articulation 189 

Suggestions for Higher Grades 190 

Breathing Exercises 191 

Articulation Exercises 192 

Vocal Drill . , 194 

Exercises for Front Placing 194 

Exercises for Center Placing « 195 

Emphasis 196 

Rising and Falling Inflection 198 

Prosody , 200 

Rhyme and Blank Verse 201 

SUPPLEMENT 203 



SPECIAL INDEX. 

LANGUAGE LESSONS. 

Name Words 38 

Plural Number 38 

Adjectives 50 

" d " and " ed " Words 79 

Action Words 60 and 79 

Sign-Board Words 91 

Language Lesson on "is" and "are" 95 

Name and Action Words with " ing " 107 

EQUIVALENTS. 

a=e : 51 

e=a.. 54 

T=e 56 

o=a 57 

u=6 59 

wu — -e- 60 

6b=o=u 61 



CONTENTS. 13 



u=ew 74 

6b=o=u=e w 76 

a=ay— ai=ey==ei=e%=ei.g:h 80 

e=e^=ej.= 'i& 83 

I=y=yfe=ig: v k 84 

o=oBF=oW=ou=o^=oia- 84 

u=tte=ui=ew • 85 

er=ir=yr 88 

ur=or 89 

erfet=arfc 90 

6=a ; 96 

f==rp4).=>gh- 101 

sh=ch ch=tch -e*i=k 103 



THE MANUAL 

(EXPLANATORY) 



DIACRITICAL MARKS. 



VOWEL SOUNDS. 

a short lad, back, hand. 

a obscure , a cat, along. 

-a=e short. • says, said, any. 

a=o short was, what. 

a long lake, case, late. 

a circumflex care, pare, dare. 

a Italian car, calm, half. 

a short Italian .fast, class, dance. 

a broad talk, salt, aught. 

a obscure collar 

a=e long quay. 

e short net, nest, less, bend. 

e obscure \ the. 

e-— i short been, English, steelyard. 

6 long here, mete, sere. 

e=a long they, whey. 

e circumflex there, where, their. 

e wave.... her, term, sperm. 

ew=u long dew, few, mew, new. 

ew=oo long crew, chew. 

ew=o long shew, sew. 

I short pin, pink, pinch. 

i long.. ..- ..mite, line, site, hire. 

1 =e long police. 

i wave.... fir, girl, girt, gird. 

|=y consonant. Indian, onion. 

i obscure intimate. 



1 8 DIACRITICAL MARKS. 

6 short not, doll, dock, moss, long. 

6=u short son, come, does, some. 

0=wu one, once. 

o long bone, pore, most, hold. 

O=oo short would, could, should. 

O=oo long do, you, to, youth. 

O circumflex for, nor, born, short. 

O— u circumflex word, work, world. 

do short .book, hood. 

dblong moon, spool, food. 

6(3=o long door, floor. 

6tat=U short blood, flood. 

6w=o long blown, bow, flown. 

6U==o long pour, four, fourth. 

OW diphthong bow, brown, crown. 

OU=ow diphthong about, pout, proud. 

oi diphthong oil, boil, spoil, broil. 

oy=oi diphthong boy, coy, toy, joy. 

U short tub, nut, duck, sung, sunk. 

U long due, blue, cure, muse, fuse. 

u=oo short full, pull, put, push, puss, 

U=oo long rue, Ruth, truth, true. 

u circumflex fur, burn, hurt, churn. 

-\X=w queen, quick, quilt, quack. 

u=i short busy, business, busily. 

u=e short bury, 

y=i short crystal, symbol. 

y=i long lyre, style, cry, by, shy. 

y=i wave myrrh, hyrse, thyrse. 



DIACRITICAL MARKS. 19 

CONSONANT SOUNDS. 

b as in B-ess, b-aby, b-elh 

•€ hard - " c-at, c-ake, c-ome. 

C soft ." c-ell, c-ity. 

d " d-ear, d— ell, d-ig. 

f " f-at, f-uri, f-ig. 

g soft " g-em, g-ill. 

§ hard " g-ave, g-ate, g-un. 

h " h-at, h-and, h-is. 

J " j-et, j-am, j-ug. 

k • • • a k-ind, k-ing, k-id. 

1 " 1-ad, 1-amb, 1-ake. 

rn ct m-ap, m-an, m-itt. 

n . " n-et, n-ot, n-ow. 

P " p-at, p-an, p— in. 

Q " q-ueen, pique. 

r " r-an, r-un, r-ed. 

S true. " s-it, s~up, s-ip. 

t " t-in, t-op, t-ub. 

v " v-at, v-im, v-ote. 

w , " w-as, w-ish, w-ill. 

x true... " a-x. 

y " y-es, y-et, y-ell. 

z " z-eal, z-est. 

EQUIVALENT CONSONANT SOUNDS, 
-e— k=q cat, Kate, quit. 

-e"k=-e • hack. 

c=s lace. 

Ch-=tsh church. 

-ek=k • chrism. 

f=-g+*=|3+*- off, laugh, phiz. 

j=g=d jump, gin, soldier. 

/ J=T=y • • « hallelujah, Julia, yes. 



2o DIACRITICAL MARKS. 

n=ng thank, long. 

n=ny canon. 

§=z has. 

S==t— c==ch=sh social, nation, spacious, 

chaise, shall. 

t=ct hit, hissed. 

v=# vow, of. 

wu=-e- one. 

w=-tr quill. 

x=ks six. 

X=g-z exact. 

x=z. Xenia. 

x=ksh noxious. 

z=s chintz. 

EQUIVALENT VOWEL SOUNDS. 

a 

a:=ay=ai=^a=ey=e N kg=eig:K say, laid, break, they, 

deign, eight. 

ar^=air=er&=eir=:ear pare, fair, there, their, 

wear. 

a=e ' a cat, the man. 

■€t=e short said. 

a=o was, not. 

a=6 warm, nor. 

ar— er collar, mother. 

e 

e=e^=eB>=i' & here, seen, peak, field. 

e=u wet, bury. 

i=u • hit, busy. 

{} r =or fur, word. 

§ r=i£=yr berth, firm, myrrh. 

a and e long aerial. 



DIACRITICAL MARKS. 21 

* i 

i=e=o=u=y fill, been, women, busy, pity. 

i=y=:ye=ig:k ... bite, try, lye, high. 

P=y consonant Daniel. 

o 

6==a — , not, wad. 

6=0=ok=66i=6a=oH=oW : =oiQ=^w..no, O, oh, toe, boat, four, 

low, door, sew. 

6r=£ r : • morn, warn. 

6— u son, fun. 

.0.— wu one. 

oo=o=u book, eould, pull. 

00=0— u=ew loom, move, rude, grew. 

ow=ou , ..bow, out. 

oy=oj ... • boy, oil. 

u 

u=ew™ui==u6t tune, few, juice, due. 

a=e=j^ ..... amid, the, ultimate. 

u u long and short. vacuum. 

U silent guard, guide, guest. 

y=T ■•••* • o.city, sit. 

y 

y=T • by, bite. 

y=f • ves > valiant. 



SUGGESTIVE NAMES 



VOWELS. 

a e i o u y — Vowels of the Short Family. 

a e i 5 u y — Vowels of the Long Family. 

a=6 — " Take care, kitty ! " 

6=U — -Soap-bubble Vowel. 

ow^ou- Exclamation of pain, (" That hurts, Johnny!") 

oy^=o\ — The "oyster boys." 

a e i o — The hiccough vowels. 

-e=wu— The young dog's bark. 

0=U— Vowels who play foot ball with the " Short twins." 

0=u— ew — Skating vowels who play with the "Long twins." 

6r=ar ur==or er=ir;=^r er&=arfc ar — Pony vowels. 
T — The umbrella vowel. 

CONSONANTS, 

b=B — The sound that presses the lips together. 

k— q=-e — Fish-bone sounds. 

d : =D — The young pigeon's cry. 

f=f**=^h- — Kitty's hiss. 

j=gr= =c j — The sound heard in J-enny, G-yp, soldier. 

h=H — The tired sound. (The pant-) 

1=L — The sound that sends the tip of the tongue to "the ceiling " 

(roof of the mouth). 
m=M — The sound that draws the lips together. 
n=N- — The sound that makes the tongue touch "the ceiling," a 

little further back than 1. 



* These names apply to vowels and consonants, to be used by the teacher that ipterest 
may be added to the lessons. 



SUGGESTIVE NAMES. 23 

p=P — The steam-boat's puff. 

r=R — The 'cross dog's growl. 

t==T — The tick of the watch. (A tongue tag-letter.) 

V=V — The horse-fly's buzz. 

w=-ti- — The sound of the wind among the trees. 

y=Y — The first sound heard in } T -es, y-et, y-ell. 

z=Z=s — The buzz of the bee. 

sh=ch=c==s==t — The "silence whisper." 

ch=tch — The sneeze, or the steam car's whistle. 

th — The hiss of the goose. 

-£&- — The sound the woolen mill makes. 

wh — The whisper that blows out the light. 

zh=z=S — The pinching bug's buzz. 



MEANING OF TERMS. 



MAKE SCALES. 

"Make scales" means to print the letters or the family names 
eight times upon the board, for the purpose of singing up and down 
: — as on the scale of c. 

MARK AND SOUND. 

" Mark " means to place a diacritical mark above, below or 
through a letter. "Sound " means to give the sound of the letter 
as you mark it. 

"TIE." 

" Tie " means to connect proper diphthongs by a curved line 
below; also to connect consonants, in the same manner, for front 
and back door keys. 

EQUIVALENT CONSONANTS. 

Equivalent consonants are those whose sounds are indicated 
by diacritical marks placed above, below or through these letters 
to represent the sounds of other consonants; as, -€=k, g"=j, 
s=z x — gz, n=ni£, &h and gh f. G hard has no equivalent; 
pupils must learn, however, when to place a line, and when a dot 
above it. 

DOOR KNOBS. 

Door knobs are the single consonants found at the beginning or 
at the end of words or syllables. We turn the front door knob 
when we sound the first consonant, and the back door knob when 
the last consonant is sounded. If we do not sound aright we do 
not turn the right knob; hence we must not expect the right 
door (word) to open. 



MEANING OF TERMS. 25 

BACK DOOR KEYS. 

Back door keys consist of the consonants that follow the last 
vowel of a word; as, and, bank. 

FRONT DOOR KEYS. 

Front door keys consist of the consonants that precede the 
first vowel of a word; as, crab, strap. 

ROTARY. 

"Rotary" means the Rotary Board; a black-board admirably 
adapted to the classification of words. This Rotary is a labor- 
saving machine to the teacher, and affords pupils delightful recrea- 
tion, as well as pleasing instruction. 



MANUAL, 



MOTION SIGNS. 

Say nothing to pupils about learning to read when you begin the 
instruction. Let your first talk be about signs. Beckon to a little 
girl and ask her what that means. Her reply will be, " It means 
fCome'." 

Illustrate, by a simple movement of your right hand, that you 
wish a child to go away. Ask what is meant by a nod of the 
head. Ask if we can say " No," without speaking. Signify by a 
motion that you wish the window raised. 

In this way lead pupils to see that these are motion signs; signs 
used to convey our meaning without the aid of the voice. 



VOICE SIGNS. 

Ask pupils to laugh. Ask the meaning of a laugh and write 
down the answers given. Susie, perhaps, will say that a laugh 
means something funny; Lucy, that it shows when we are happy; 
Ned, that it is a sign that we are pleased. Ask about crying, 
moaning and groaning in the same way. Lead pupils to tell you 
that these are voice signs of pain or sorrow. You may also suggest 
here, that there are silent signs which express both pleasure and 
pain. We smile and we frown; we look pleased; we look sad. 

Ask what voice signs are made by dogs; by cats; by hens; by 
roosters; by pigs; by ducks; by geese, etc. Draw from pupils, 
in turn, the meaning of these sounds. Dogs growl and bark when 
they feel cross; hens cackle and roosters crow when they are glad; 
pigs squeal when they are hurt or hungry. 

Explain whisper signs by illustrations. The cat purrs when she 
is Jiappy, but makes a different sound when she raises her back and 
tells the strange dog to go away. Who can make this whisper (f)? 



SYNTHETIC METHOD. 



2 7 



BREATHING. 

Explain about breathing. Pupils may press their hands against 
the sides of the strong boxes (the ribs) that hold their lungs. Show 
how the air gets into the lungs; first through the mouth and nose; 
then through the wind-pipe. Show how the lungs expand as we 
inhale. Illustrate by breathing exercises. Lead pupils to realize 
that, in this way, we pump the old air out and the fresh air into 
our lungs. Dwell upon the importance of pure, fresh air; also of 
standing straight while we breathe. Give children a drill of two 
or three minutes daily in breathing and physical exercises. (See 
Appendix.) 



Show 



by 

to 



drawing, 



referring 
this 
that the food 
does not reach 
the stomach 
through the 
windpipe. When 
the smallest 
piece of food 
loses its way, 
and gets into 
the windpipe, 
we make a 
voice sign 
which tells us 
of our mistake 




Note.— The dotted lines represent the oesophagus and , -, 

stomach, which lie under the windpipe and lungs, 



— we choke. 

plays as it passes out from our lungs. 

whisper the air passes over these chords 

"When we talk, do we send out our breath or draw it in? 

us see." 

Here call upon pupils, in turn, to say something that they 
may realize that the talking is done (the sounds made) with the 



Tell pupils 
about an ^Eoli- 
an harp; of the 
music made 
when the wind 
moves its 
strings; also 
about the voice- 
harp the kind 
Father has 
given to each 
of us. Show 
where it is kept 
(in the upper 
part of the wind- 
pipe) ; of its fine 
, over 
which the air 
Explain that when we 
without moving them. 
Let 



28 POLLARD'S MANUAL. 

out-going breath, but that we must continue taking in fresh air to 
keep up the supply. 

If we handle this voice-harp rudely, its tones will be rough 
and harsh, but if we are careful to send soft, sweet words over its 
delicate strings, it will always give forth pleasant sounds; music that 
will cheer our own hearts and gladden all who listen as we speak. 

If teachers have not been carefully drilled in phonics, let 
them practice the sounds of both vowels and consonants, standing 
before their mirrors and noting the exact positions of the organs 
of speech as they give utterance to the different sounds. Analyze 
words for this purpose. Say b-at; c-an; d-amp; f-an; observing 
carefully how tongue, teeth and lips are called into service. 

The first impulse of the voice in pronouncing a word will give the 
true sound of the vowel or consonant with which it begins. In 
thus studying, the sounds have no regard to the names of the 
letter. Bear in mind that the sounds and names are never iden- 
tical, except in the case of the long vowels. 

Call special attention to its sound, when each letter is pre- 
sented to the pupil. 

After teaching the sounds of the three lip-letters, b, m and p, 
print them side by side and show that the sound of b presses the 
lips together; m merely draws them together, while p brings them 
together and throws them apart. (There is really no sound to 
the consonant p until the following vowel forces the lips apart. 
Say p-at, p-et.) 

In like manner present the three tongue letters, d, n and t, 
and show that d presses the tongue against the hard palate, n 
merely draws it to the same position, while t draws it up and 
throws it back again. 

Show that h opens the lips, parts the teeth and expels . the 
breath; that f and v require almost the same position of the 
teeth; that j and g (soft) require the same position of the tongue. 

The true sound of w may be obtained by saying, slowly, 
w-ell, w-ent, w-est. Be very careful that no sound of u is given 
with the w. 



SYNTHETIC METHOD. 29 

The blending of the sounds of k and S gives us the sound of x. 
Dwell upon the position of the organs of speech as each new 
sound is produced. 



WHAT LETTERS SAY. 

Associate the sounds of the letters with the objects suggested 
in the "Johnny Story." Study this story carefully before you 
begin to instruct. 

Talk to pupils about the letters. Ask if they ever heard 
mothers talk for their babies. The baby coos and mamma 
interprets; tells what it says. In this way pupils must give the 
sounds of the letters; they must sound aloud for some, whisper 
for others, and, in many cases, must say " silent," when they find 
one that neither speaks aloud nor whispers. 

They must also think that, sometimes, two letters speak at 
once; and often we find two voice-letters together, one of which 
is silent while the other speaks aloud. 

Relate a little of the u Johnny Story " each day; always enough 
to introduce one new sound. Ask questions about what has been 
told before you continue the story. As, after introducing the 
sound of a short, by speaking of the lamb's cry, ask pupils where 
Johnny Jones lived ; where his mamma promised to take him ; who 
went with him; who met them to take them to grandpa's farm? 

Sing a stanza of " A Song of the Sounds '' daily, as each new 
letter is introduced. Let there be a review of the singing of 
these stanzas each morning, the teacher pointing to the different 
consonants (printed upon the board for this purpose), as pupils sing. 



3 o POLLARD'S MANUAL. 



LADDERS. 



Let the first busy work be the drawing of ladders with eight 
rounds. The teacher may count, as each round is drawn, in the 
presence of pupils, "one," "two," "three," "four," "five," etc. 

Show that these rounds must be placed at equal distances from 
each other. Call pupils to the board to draw ladders, after which 
ask them to re-produce these ladders upon their slates. 

For the lesson following, print a upon each round of the ladder 
you have drawn. Show that the letter must be placed exactly on 
the round; not in the space between. Sound a short, as you draw 
the first breve above (put on its breve-cap) and afterward ask 
pupils to sound as you place the breve above the other vowels. 
(Require the "marking" of capital letters.) After this letter has 
been presented upon the ladders (two of which will be needed for 
the small and the capital letters), sing up and down the new ladders 
and review those made upon the previous day. 

It will be necessary to keep the ladders on the board for this 
purpose, drawing the new ones to the right of the others. When it 
is necessary to economize space, an excellent plan is to let the 
ladders occupy the highest part of the blackboard, where they should 
remain until all voiced consonants have been presented. 

Pupils must be made to understand clearly that the}' are to 
sound as they mark. Teachers who object to this because of the 
confusion that may arise, must remember that a child can not think 
a sound. Pupils are readily taught to modulate their tones. 

In teaching the consonants, lead them to realize that correct 
motions of the organs of speech are necessary to the production of 
correct sounds. Show that we can not give the sound of 1 with our 
lips closed nor of m with them open. 

The teacher may make the lip motions without sounding the 
letters, calling upon pupils to give the sounds indicated. 



SYNTHETIC METHOD. 



3 1 



WINDOW AND LETTER SONGS. 

After presenting three letters by means of the ladders, teach 
pupils to draw a window. They must first draw, without the 
drapery, a window sash with six panes. Draw first upon the 
blackboard, afterward upon their slates. 

The teacher should draw the first window directly under the 
ladders and let it remain there for review singing. Print upon 




these window-panes the three letters above mentioned, and sing to 
the air of " Thumbkins," found upon the 9th page of the Songs: 

Letter one is a; 
Letter two is A; 
Three and four are m and M; 
Five and six are n and N, 
Chorus: Sound and sing, ye merry little ones: 
a A; m M; n and N. 

(Place the breve above the vowel, as this letter is printed on 
the board.) 

The teacher must point to each letter as its sound is sung. 
Desire pupils to copy this window a second time on their slates, 
this time printing the letters on the window panes. Pursue this 
plan as you present the other consonants. After drawing three 
ladders present the same consonants in the window beneath. 
Also print letter-songs and leave upon the board for daily 



32 POLLARD'S MANUAL. 

singing; as, to the air of "Yankee Doodle." sing (placing the 
diacritical marks above each vowel): 

a, m, a, m, a, m, a, m; 
n, 1, n, 1, n, 1; 

v, w, v, w, v, w, v, w; 
m, n, 1, a, v, n. 

Do not fail to let the pointer touch each letter, as pupils sing. 
As soon as the consonant sounds and the sound of a short become 
perfectly familiar by means of the story, the illustrations and the 
singing, introduce families of words. Say: "All words ending in 
at belong to the at family. We may think of these as of the 
children of Mr. At." Observe this plan throughout; do not speak of 
the grouping of words, but refer to their families. Show how easily 
resemblances can be traced by covering the consonants that begin 
such words as bat, cat, rat. 



MAKE SCALES. 

Explain what is meant by the term u Make Scales." By this, 
pupils may understand that we desire them to repeat the family 
name eight times (up and down the C scale) for the purpose of 
making it familiar by singing. 

As they may tire of drawing ladders, these need not be continued 
after the consonant sounds are learned ; for this reason we present 
the family names in scales. Print scales of these three family names, 
side by side, — ab, am, ap — and leave them upon the board for daily 
practice. Call attention to the position of the lips, as each family 
name is pronounced. In the first instance they are pressed together; 
in the second they merely meet; in the third they meet and fly 
apart. 

Sing up and down these scales slowly; never so rapidly as to 
make distinct articulation impossible. Also sing these names alter- 
nately, that pupils may realize the change in the position of the lips; 
as, ab, ap. 



SYNTHETIC METHOD. . 3?> 

Rule: In three-letter words ending in single consonants mark a 
short, except in words ending in r, or beginning with w. 

Show, by referring to the scales presented that, in each instance, the 
a must be marked short because r is not found as a final consonant. 
Desire pupils to sound as you place the breve above each vowel. 

For busy work they may copy the scales of ab, am and ap 
upon their slates, sounding the vowels in a low yet audible tone 
as the breves are drawn above. 



FAMILIES OF WORDS. 

After these scales have been sung until each can be readily 
recognized by sight, show pupils how to blend consonant sounds 
with these family names. Take, first, the family of ap, because 
more familiar words can be .found in this than in the other two. 

Ask for the cross dog's growl; as the pupils respond, print r 
in front of ap and ask pupils to sound, and afterward say quickly, 
rap. Let this be repeated until the word rap is recognized. 
Rap on the desk as an illustration of this word. 

If pupils have been drilled upon the sound of the "fish bones," 
tell them that we shall hereafter speak of these as k=No. i, 
q=No. 2 and -e=No. 3. Here ask for No. 3. 

As you print the c in front of ap, say: u This letter does not 
stand for the fish bone sound yet. I must draw a line through it. 
You may think of this line as the fish bone that troubled Johnny. 
It will teach us to draw the line as we make this sound. Let 
us run the sound of this C right into the family name ap." Repeat 
this until the ear catches the familiar word cap. 

"Let us see if we can form a word with the second lip-conso- 
nant, m. Now, lips together until we open them to say s ap.' " 
(Here sound, repeatedly, "m-ap, m-ap," after which ask, "Who 
can tell the meaning of this word?") 

Ask for the sound of the consonant that takes the tongue (nearest 
the point) up to the roof of the mouth. Print I in front of ap, and 
proceed as with the others. 



34 POLLARD'S MANUAL. 

Print ap upon the inner section of the Rotary, and all the con- 
sonants upon the outer section. Rotate the latter slowly, pausing 
only where familiar words can be formed by blending the consonant 
sound with the family name. Present, in this way, the four words 
already introduced. Pupils may sound rapidly as the board revolves. 

Show that there are other u word-children " in this family, by 
presenting tap and sap. Call pupils up, in turn, to rotate the 
board, moving it rapidly past the consonants that do not form words. 
For instance: do not permit d to stop in front of ap. Suggest that 
these are the " word-children " of Mr. Ap, each marching in and 
pausing in front long enough for us to pronounce his or her name. 

Introduce scales of family names composed of a short, in con- 
nection with tongue consonants ; as 

ad an at ag. 

Show that the absence of final r makes the a short. Sing these 
scales daily, calling attention to the change in the position of the 
tongue as each name is pronounced; how d presses it against the 
hard palate; n just makes it touch, and t makes it touch and run 
away; how g hard presses it nearer the middle. 

Sing from left to right to the air of "Greenville" (music found 
upon the 26th page of Songs) pronouncing with great distinctness: 
ad 
an 
ag 
at 

Be sure to give the a its short sound. Build up words by pre- 
fixing consonants to these family names. Ask for the cross dog's 
growl and form rat; for the letter with the fish bone across it, for 
cat. (Ask if this is not sometimes true: Does not the cat often 
follow the rat?) Ask for the two letters that close the lips (b-at 
and m-at); for the lip-letter that "plays tag" (p-at); for the man 
lip-letter that plays tag (P-at). Show the difference: one means 
to use the hand; the other begins a boy's name. Ask for kitty's 
hiss, and form fat, 

Print at upon the inner section of the Rotary, and see how many 
familiar words may be formed by its rotation. Rotate rapidly past 



an 


at 


ag 


ad 


ag 


at 


at 


an 


ad 


an 


ag, 





SYNTHETIC METHOD. 35 

the consonants that do not form words. Place the Rotary where it 
can be plainly seen by all, and ask pupils to try to form other words 
with consonants prefixed to the family name. 

In presenting the family of ad upon the Rotary, form words with 
b, h, 1, m, p and s. After pupils have been made familiar with 
these words by the rotation of the outer section, leave the Rotary in 
full view and ask them to form others upon their slates. Take words 
with an in the same way. First present them upon the Rotary and 
afterward ask pupils to print them upon their slates. Teach them 
the stanza 

"Finding this c in front of a 
We mark and sound it-e," 
and desire them to sing, as you mark C in cat and can. 
In building up words with ag", pupils may sing 
" Finding no letter after g, 
We mark and sound it §," 
as a line is drawn above this letter. 

(Here explain that g final is hard, when it follows a vowel.) 
In such words as bag", rag, tag, remind pupils that there are 
two letters to mark in each word — the first, g, the next, a. Begin at 
the right hand to mark the letters of a word, because, as a rule, 
it is the final consonant that determines the sound of the vowel. 
Pupils must sound only the letters over, under or through which 
diacritical marks are placed, in sounding from right to left; but 
they must blend the sounds of all the letters, in going from left 
to right. As, in bag, sound g hard and a short, after which 
blend the sound of b with the family name ag, and then pronounce 
the word, bag. 

In sounding cat say "a -€," after which repeat and blend its 
sound with the family name at; as, cat- 
Let the busy work which follows consist of the printing of the 
family names in scales, and this, in turn, in building up words by 
prefixing consonants to the former. For more busy work, pupils 
may make pictures of wheels. Place the family name in the 
center. Let the spokes represent the number of words that can 



tf 



POLLARD'S MANUAL. 



be formed by prefixing consonants to this name. As, in the family 
of at, make a wheel with nine spokes. By reference to the 




outer section of the Rotary, pupils may select such consonants as 
may be joined to at in the formation of words; after which these 
words may be printed in a line to the right of the wheel. 

Form wheels of all the three-letter words found on the 24th 
page of the Spellers. All this is, of course, preparatory to the 
marking of the Spellers and it is, really, the only slow part of the 
work. As soon as pupils are led to attain independence in the 
marking of words, more time should be given them for their busy 
work. What matter, if they are not taught to write beautifully until 
they learn the sounds of the letters? Are not clear enunciation 
and distinct articulation more important than the acquisition of a 
mere imitative art that requires no development of thought? 
Again, is it not well to afford a pleasing occupation that will lead 
pupils to spell correctly rather than devote hours to the mere 
tracing of letters that are meaningless to them until they have 
been grouped into families; made parts of the "word-children" to 
whom they have been introduced? 

As to the time required to pronounce three-letter words cor- 
rectly, it is impossible to state definitely, because of the varied 



SYNTHETIC METHOD. 37 

ability of teachers and of pupils. If the first ten minutes after 
the opening exercises be devoted to the consonant sounds and 
this be followed by a half hour of busy work with slates and 
pencils at their seats, these sounds should be made familiar during 
the first month, provided pupils have the drill of a morning and 
afternoon term. If, however, double the time be given for busy 
work, the progress will, of course, be proportionately rapid. 

Copy the words found on the 24th page of the Spellers and 
call pupils up, in turn, to mark (the class sounding in concert as 
this is done), after which the marking of the words in the book 
should begin. If the board drill has been thorough, pupils can 
readily mark and pronounce these words. Do not fail to require 
the sounding of the letters as they are marked. Pupils must not 
whisper a vowel sound nor the sound of a voice consonant. The 
ear should be trained, as well as the eye and the memory. 

Insist upon the marking of the words in the Spellers. The 
price of the book is insignificant as compared with the beneficial 
results which are sure to follow this daily work upon the printed 
page. The repeated marking of a word not only makes it familiar; 
it also fixes the orthography of that word in the child's memory. 
Hence this finger work, in connection with the sounding of the 
letters, leads to correct spelling as well as to accurate reading. 
Permit pupils to devote all the time, heretofore given to the 
writing of spelling lessons, to marking the printed page, and com- 
pare results with classes which have had daily drills in the other 
method. The grandest results have been shown in this synthetic 
work where writing was not introduced into the first grades for 
the first six months; where all the time for busy work was 
spent upon word-building and the marking of the printed page. 
This marking should be continued through the Speller,, Leaflets 
and First Reader, and after this the script may be introduced by 
means of equivalent scales. As written words are presented for 
imitation, it is a pleasure to mark them, and the writing lessons 
thus serve as reviews of the lessons already learned. 

It is here, too, that the spelling should begin — not oral spelling, 



38 POLLARD'S MANUAL. 

but the dictating of words from pages already marked, as pupils 
write these upon their slates. 



NAME-WORDS. 

Begin your Language Lessons while teaching the sounds of 
tne consonants. Explain the meaning of name-word; show the 
difference between the object and its name. Ask if a boy wears 
the name cap upon his head, or if he wears the object this name 
represents. Ask, daily, for name-words that represent what we 
can see — in the schoolroom; on the street; in a parlor; in a 
kitchen. Ask for the names of objects we can feel, hear, smell 
or taste, and teach them gradually to recognize all such name-words. 
By devoting a few moments, daily, to name-words, pupils will be 
ready to recognize them by the time they are able to pronounce 
these words. 

Explain the rising and falling inflections by illustrations. Lead 
pupils to repeat after you, "John, John, Mary, Mary." If they 
fail in giving the falling inflection, ask them to bow their heads 
as the words are spoken. Ask if they can tell the name-words 
ori the pages they have marked. If so, they may run a line under 
each, and pronounce it with the falling inflection; as, cat, rat, 
fan. Tell them we call this emphasizing the name-words. We 
do this when we talk, and reading is talking; it is just telling the 
stories naturally. 



SINGULAR AND PLURAL NUMBER. 

Follow these talks about name-words with a lesson on Num- 
ber. Explain the meaning of singular and plural. Pupils may 
raise one hand, two hands; touch one ear, two ears; wipe one 
eye, two eyes; pat one cheek, two cheeks; bend one finger, four 
fingers. Lead them to realize that there is an additional sound in 
words of the plural number. 



SYNTHETIC METHOD. 39 

Print cat, cats, cap, caps, and point to each final s. 
Explain that this S tells us there are more cats or caps than one. 
Ask for words of the plural number only. •' How many fingers — - 
toes — eyes — ears — hands have we ? " Hereafter let the printing, 
marking and sounding of the plurals of all name-words found in 
the lessons follow the marking and pronouncing in the Spellers. 

In taking a new lesson in the Spellers, let the first step be to 
present its words upon the board and call upon pupils, in turn, to 
mark as the class sounds. 

Secondly, require the marking, sounding and pronouncing of 
these words in the Spellers. 

Thirdly, the underscoring of all the name-words, pronouncing 
them with the falling inflection. 

Fourthly, the printing, marking and pronouncing of the plurals 
of these name-words upon the slates. 



THE LETTER S. 

The addition of S to form plurals will give pupils two conso- 
nants at the end of each word. Explain that this does not affect 
the rule for marking the vowel of the word. They are to apply 
the rule for a short to words of the singular number and think 
of this added consonant only as of an additional sound. It may 
aid them in remembering this, if they will cover the final S with 
one finger. In this way a three-letter word will be presented. 
As soon as this is carefully impressed upon the mind, talk about 
the letter s. Tell them it does not always speak in the same 
tone. Sometimes it speaks aloud; sometimes it whispers. When 
it makes a loud sound, it says just what the letter z does. 
When it whispers, we may think of the sound that chased the 
piggies away. This u whisper" we call " trues." It always talks 
in this way when found at the beginning of the words we are now 
learning. In words of four ; five or six letters when we find two 
of these consonants together at the end, we may know that we 



4o POLLARD'S MANUAL. 

must mark out the one at the right hand and think of the other 
as saying S. Print SS eight times, and desire pupils to say " silent" 
as you mark out the right hand letter. 

Mark and sound the following words, calling attention to the 
fact that, in every instance, s whispers because it begins the word; 
sap, sat, Sam. 

Print upon the board ps, ts, ks, and fs, and lead pupils to 
understand that when s follows p, t, k or f it must have its true 
sound. Teach the first and second stanzas of the song entitled 
"The Crooked Mark," found on page 19 of Songs, as you 
point to these final consonants. 



BACK DOOR KEYS. 

Whenever a word ends in two or more consonants, we tie these 
letters and sound them with a single impulse of the voice. Explain 
that the tie consists of a line drawn under these consonants. This 
shows us that they both speak together. We call these tied con- 
sonants, the "back-door keys" of words. We must lock the door 
of one word before we turn the door-knob (sound the first conso- 
nant) or unlock— tie the key of — the word following. It takes 
longer to lock some back doors than others, but we must be 
careful to see that the key is turned before we try to open the 
door of the next word. If we do not sound as we tie, we shall 
not be sure of this. 

Here is a hard key; — ts. We must hear ourselves say "ts," to 
be sure that the door is locked. Again, we must be sure to give 
the right sound; otherwise the back-door will not close tightly. 
In marking the word cats, if we should sound St as we tie ts, 
do you not see that the former key would not fit? 

Pupils may come to the board and mark, in turn, the following 
words: bats, cats, hats, mats, rats, vats, caps, laps, maps, 
naps, raps, taps. 

Call attention to the fact that S final is true in each word, 
because it follows p or t. 



SYNTHETIC METHOD. 4 i 

In marking the word cats: first step, tie the back-door key 
as you sound; second, mark a short; third, mark c hard; fourth, 
pronounce the word. 

Make scales of the families of ats and aps, and sing up and 
down. 

Require distinct articulation. 



THE LETTER S CONTINUED. 

Draw scales of z and s, after which show pupils how to place 
the suspended bar under the latter. In presenting equivalents, 
always place the letter representing the equivalent sound to the 
right of the one denoting the true sound. Teach pupils to reason 
from the known to the unknown. In this instance, z is the true 
sound — the sound indicated by the letter itself. The suspended bar 
tells us that "the crooked mark" sometimes says "z". Let the 
voice climb up on the z ladder and down on the S. Show, by 
presenting the following final consonants, that we place the 
suspended bar under s when-it does not follow p, t, k or f ; when 
found after any other consonants we must mark and sound it z 
(The teacher may place the bar under, and tie as pupils sound.): 
bs, ds, gs, Is, ms, ns, rs. 

In such instances, we must place the suspended bar under the s, 
before we tie the two consonants for the back-door key of the word 
in which they are found. 

In the word cabs, proceed to mark in the following order: 
first, place suspended bar under s and sound; secondly, tie the 
final consonants and sound; thirdly, marjc a short as you sound it; 
fourthly, mark C hard as you sound it; fifthly, pronounce the word. 

Sing the third stanza of the "Crooked Mark" as pupils mark 
S final, in the following words (Page 19 of Songs): 
cabs, pads, bags, hams, pans. 

Whenever columns of words are presented upon the board for 
marking, desire pupils to show that they recognize name-words by 



42 POLLARD'S MANUAL, 

underscoring them. They may, also, mention their number: as, 
cabs, a name-word of the plural number; cats, a name-word of 
the plural number. Do not hasten with three-letter words or their 
plurals. The child grows familiar with them, not only by the 
marking and sounding of the letters, but also by the underscoring of 
these words for emphasis and by learning how to form plurals by 
the addition of S. (Spellers, 25th page.) 

Teachers will find this more profitable work and productive of 
better results than where days are devoted to individual words 
such as rat or boy. It is the constant doing upon the part of 
the pupil that makes the Synthetic Method a success. If the 
teacher lead pupils on, step by step, in these first lessons, giving 
them ample time daily for their busy work, they will gradually 
attain such independence in marking that all words within their 
comprehension will be readily recognized. The habit of self- 
reliance will become so strong they will need no assistance, except 
when new familes are introduced. It is in the marking of these 
three and four letter-words that the foundation for correct pronuncia- 
tion is laid. Do not, therefore, permit pupils to take a new page 
of the Speller until every word upon the old page can be pronounced 
without hesitation. Remember that although the eye is trained 
by the voice and fingers it has its work to perform, and this work 
is an instant recognition of the words presented. 



THE ACK FAMILY. 

Begin with the final consonants of this family ; show that these 
are composed of two u |ish-bone letters"; that, as these letters 
have the same sound, we must mark one silent. Print bac and 
ask pupils to sound; now print back and show that we do not 
say bac-k; we do not sound the -C and the k when we pronounce 
this word; for this reason we must mark one letter silent. We 
prefer marking the k silent and thus leaving ail the letters that 
talk next to each other. Print ck a number of times and mark 



SYNTHETIC METHOD, 



43 



out each k: after which sing with pupils as you lay the fish-bone 
across c: 

"Finding the c in front of k, 

" We mark and sound it -€." 

(See page 15 of "Songs.*') 




For busy work pupils may print long lines of ck upon their 
slates, after which let them draw a line across k from left to right, 
saying, (t silent, *€,*' as they mark these letters. Next present a 
scale of the family of ack. Show that a always wears a breve- 
cap when found in front of these consonants; — ck. 

Call one pupil up to mark this scale as the rest sound: first 
step, mark k silent; second, mark c hard; third, mark a short; 
fourth, pronounce ack, 

Pupils may sing this family name, taking great care to sing 
slowly enough to articulate distinctly. 

Print ack upon the inner section of the Rotary, calling pupils 
up, in turn, to present the word as you pronounce it. As you say 
4 ' back", Mary may rotate the board until b is on the line with 
ack, when all may pronounce back. Call upon John to form 
pack and upon pupils to pronounce as this word is presented. 
Susie may form sack, etc. Ask pupils to come in turn, to the 



44 POLLARD'S MANUAL. 

board, and prefix consonants to the scale of ack, each pupil thus 
forming a new word. 

Let the busy work that follows this be the printing of words 
of the ack family upon the slates by reference to the consonants 
on the outer section of the Rotary. Commend the pupil who 
brings the largest number of words. 

THE AND FAMILY. 

In introducing the family of and, begin with nd. Make a 
scale of these letters and explain that nd is a back-door key 
because it represents the last sound of the word. We must learn 
to run the sounds of these letters together (to turn the key as we 
close the back door). As these are both tongue-letters, we have 
only to press pur tongues a little harder after sounding n to 
produce the sound of d. Pupils may sound as the teacher ties: 

nd, nd, nd. 

Sing up and down the scales of nd. Pupils may copy these 
scales upon their slates and afterward tie these back-door keys. 

For the next drill make a scale of and, and show that when 
a is found in front of these consonants we mark it short. Print 
a scale of and. 

Call upon one pupil to mark as the others sound: first step, 
tie and sound nd; second, mark a short; third, pronounce and. 

Sing up and down this scale, sounding the nd each time with 
great distinctness. Build up words of this family by the use of 
the Rotary; also by calling upon pupils to prefix consonants to 
this family name, after which they may group the words of the 
and family upon their slates. 

Do not refer to exceptions as exceptions. After pupils are 
made perfectly familiar with words of the and family, tell them 
that they will find words which look like these, but are not found 
among them. 

Here print wand and inclose it in a circle. Say: "We will 



SYNTHETIC METHOD. 45 

not mark this word now, but will wait until we are introduced 
to the family to which it belongs. There is one curious fact 
about this consonant w: it does not like to have a wear a breve 
cap; so, whenever we find these two letters (wa) at the beginning 
of a word, we must remember this, and wait until we learn what 
W wants a to say. Who will remember this, when we come to 
the families to which the words wand and wart belong?" 

THE ANG FAMILY. 

Make a scale of ng. Lead pupils to understand that n is a 
nasal sound. Prove this. If the nostrils be pressed by the fingers, 
this sound can not be produced. In the scale presented, show that 
the g final must not be marked hard; we merely tie the ng" when 
these final consonants are found together. 

Some teachers prefer to underline the n and mark the g silent in final ng. A few 
ortheopists sanction this marking. 

In singing up this scale, observe how little space there is 
between the teeth. Show that a must be marked short when 
found in front of ng. Make a scale of ang to the right of the 
scale ng. Sing up one and down the other. Pupils may copy 
both these scales. Show, by moving the outer section of the 
Rotary, how few words are found in the ang family. 

Print words with ang and ag, side by side, and call upon 
pupils to mark, alternately, that they may remember always to 
mark g final hard after a short, but never to draw the line above 
when g final follows n; as, rag, rang, sag, sang, bag, bang. 

THE ANK FAMILY. 

Make scales of ng=n. Explain that n sometime^ says ng, 
and sometimes n. Make these sounds alternately, and call atten- 
tion to the different positions of the tongue. Make scales of n 
and ng, and sing. 



4 6 



POLLARD'S MANUAL. 



Lead pupils to understand that we draw a line under n, when 
we wish to show that it has the sound of ng. After this is 
made plain, tell them when to draw this line under. Whenever 
nk are the final letters of a word, we must first mark and sound 
n, and afterward tie this consonant to the k following. Show 
that nk equals ngk. Say "thank," and lead pupils to recognize 
that the proper pronunciation is thangk, and not " thank." 
' For busy work pupils may print columns of nk upon their 
slates, and afterward mark as they sound the n and tie the 
consonants. 

Make scales of ank; show that a is always short when fol- 
lowed by nk. Call one pupil forward to mark these scales as 
the others sound. 

In marking ank: first step, a line under n; second, tie nk; 
third, mark a short; fourth, pronounce the family name, ank. 

(Require pupils to sound as they mark.) 

Show how few words can be formed by prefixing consonants 
to ank. Present only such familiar words on the Rotary as 
bank, rank, sank, and tank. 

For busy work pupils may draw wheels of the ack, and, 
ang" and ank families. When these are finished they may 
count the spokes of each and show the number by writing the 
figures below. 

After this board drill, pupils may mark, sound and pronounce 
all the words found upon the 26th page of the Spellers. If the 
scales have been made familiar by singing, the word will be 
recognized whe^ the consonant sound blends with the family name. 
Do not, however, suppose that the words become familiar to the 
eye of the pupil as soon as they are marked. Practice is necessary. 
Ask Mary to pronounce the first word of the ack family; 
Henry, the second; Robert, the third; Willie, the fourth, etc. 

Desire that all name-words be underscored, after which call up 
the class to pronounce these with the falling inflection. Require 
the plurals of these name-words printed upon the slates; the 
suspended bar placed under s when it does not follow p, t, k, 



SYNTHETIC METHOD. 47 

or f; the back-door keys tied and the vowels marked short, 
after which these plurals may be pronounced with the falling 
inflection. Give a review of the Language Lesson on Number, in 
connection with these words. 



FRONT-DOOR KEYS. 

Explain that all the consonants found in front of the first vowel 
of a word constitute its front-door key. If we wish to enter a 
room, the door of which is locked, we must find the right key. 
So with a word. We must give the correct sound of its first 
letters before our voices can really enter the word. As we tie 
and sound these consonants we will think we are unlocking the 
front door of the word. 

Print the following keys upon the board, and ask pupils to 
sound as the teacher ties: 

bl, br, dr, dw, fl, fr, pi, pr, si, sm, sn, sh, st, sw, tr, tw. 

Explain that the sounds of these consonants must be given 
with a single impulse of the voice. 

For busy work pupils may copy each key six times, sounding 
as they tie. Leave these keys upon the board for a shooting 
match, which must be conducted in the following manner: pupils 
may take the pointer, each in turn, and touch a key as the 
teacher sounds it. If the right key is hit, let the marksman 
have another trial. But if he should miss the mark he must 
yield his gun to the next sportsman. 

Lead pupils to see that words are composed of front-door keys 
and family names; as, fl-ap, fl-at, pl-an, sl-am, pl-ank, 
st-and. 

Introduce words with front and back-door keys for marking; 
as, black, brand, Frank, stand, prank, gland, grant. 

Call upon one pupil to mark while the rest sound. Follow 
this board-drill with the marking, sounding and pronouncing of 
the words with front-door keys found upon the 27th page of the 



48 POLLARD'S MANUAL. 

Spellers. When the words on this page have become familiar, 
underscore the name-words and pronounce them with the falling 
inflection. Also, copy the plurals of these name-words upon the 
slates, and mark as in the previous lesson. 

C AND G KEYS. 

In the following keys the c and g must first be marked 
and the consonants tied afterward; as, -€\, -er, g\, gr. Copy 
from the 28th page of the Spellers all the words beginning with 
the above keys. Call pupils up, in turn, to mark these words. 
Follow this with the usual marking of the printed page. 

WHISPER KEYS. 

Show how they differ from other keys. Their sounds can not 
be separated. If we are not sure of the sound of bl, we can 
first sound b and then 1, after which we can blend these sounds. 
But not so with whisper keys; they always speak together and 
never aloud. We must, therefore, tie and sound these keys until 
we can recognize them by sight. The whisper keys are 

Sh, Ch, Th, Wh. 

Pupils may print columns of these whisper-keys upon their 
slates, and afterward tell the sound each key makes as it is turned 
(the consonants tied). They may sound in whispers as they tie the 
letters. 

For board-drill print the following words: shalr, sham, 
shank. Show that sh is sometimes found to be a back-door 
key; as, dash, lash, mash, sash, crash, trash. 

Ch=tch. 

Present this (ten) equivalent of ch and show that it is always 
found to be a back-door key; also, that t never speaks when 
found in front of ch, because the sound of t is contained in ch. 



SYNTHETIC METHOD. 49 

Ask pupils to sound t and ch alternately, that they may realize 
that the position of the tongue is the same; that is, that t and 
the first sound of ch take the front of the tongue to the hard 
palate. Because of this, you must always mark t silent when it 
is followed by ch. 

Present words for marking; as, chap, chat, champ; also, 
catch, hatch, latch, match, patch, snatch, scratch. 

TH (breath). 

Present first the whisper. Show that we tie underneath to 
indicate this sound. Refer to the geese in the Johnny Story. 
Show that the point of the tongue is pressed against the edge 
of the upper teeth, and when in this position we blow our breath 
hard against it. Present the key thr and show that these con- 
sonants always whisper when r follows them; perhaps they are 
afraid of this " growl," for r always speaks aloud, although not 
in so cross a way as when he stands in front of such words as 
rat, rap and ran, R always growls as soon as th is whispered. 
We will tie the three consonants together, as we sound, to show 
the key of the word; as, thrash. 

WH. 

In presenting wh, hold up a fore-finger to represent a candle 
and blow out the light. Pupils may sound, alternately, w and 
wh; they will thus be led to realize the difference; w pushes 
some voice through, while wh makes a pair of bellows of the 
cheeks and forces out only breath. (Hold fore-finger and thumb 
to each cheek as this, whisper is produced.) Show that wh must 
always be tied when it is followed by a; as, whack. 

TH (voice). 

Here we find the same consonants; they speak at the same 
time, but do not whisper. They speak aloud. To show this 
difference, we must tie them in another way. We must run the 
line through these consonants instead of tying underneath. Did 



So POLLARD'S MANUAL. 

you ever hear the sound a woolen mill makes? If so, imitate it 
as you sound th (voice). 

Pupils may make two separate columns of th, and be careful 
to give the correct sounding as the different ties are made: also, 
print the following .words for marking; — that, than, thrash, 
thwack. (Spellers, page 29.) 

THREE-LETTER KEYS. 

Present the following words to show that some words have 
three-letter keys: sprang, strap, scrap, thrash, scratch, 
splash, thwack. (Follow this drill with the marking and tying 
of similar words in Spellers, page 30.) 



OBSCURE A. 



When this vowel stands alone (forms a word by itself), place 
an inverted breve under it to indicate its obscure sound. Explain 
what this obscure sound is. Make it similar to u short; only be 
sure to shorten this sound. Make scales of A=a, placing inverted 
breves under each vowel. 

Teach pupils to tie this vowel to the word following it, to 
indicate that the two words must be sounded as one. Under- 
score the word that follows to show that the emphasis must 
fall upon it; as, "a cat." In sentences where obscure a is found, 
tie this vowel to its name-word after the latter has been marked. 
Mark a short, C hard, an inverted breve under the obscure a, 
after which tie the latter to the word following it, underscoring 
this word as you read. 

ADJECTIVES. 

Present sentences for marking in which obscure a is found, in 
connection with adjectives; as, "Sam had a black cat;" "Nan 
had a black fan." 



SYNTHETIC METHOD. 



5i 



Lead pupils to understand they may underscore words that 
signify color; as, red, blue, green; also, black and white. 

Introduce adjectives by showing they describe name-words. 

Any word which answers the questions, "What kind of a ?"; 

_.?"; or, "How many?'', is an adjective; as, 



"What kind of a cap does John wear?"; "What kind of gloves 
has Mary?" ; " How many fingers have you?' 1 ; " How many toes?" 
Require pupils to answer in complete sentences. Write these 
answers and underscore the adjectives and name-words. After 
which, read for the pupils; as, "John wears a blackcap;" "Mary 
wears kid gloves;^ "I have eight fingers, and two thumbs;" "I 
have ten toes ; " " My hen has ten little, downy, white chicks" 



A OBSCURE EQUAL TO E OBSCURE. 

Make scales of a=e. We here present a new letter; the 
new vowel (e). This obscure sound parts the teeth but slightly, 
yet enough to prove it is a voice-letter. Sing up and down the 
scales, without any movement of teeth or lips. Pupils may copy 
the scales upon their slates, sounding softly as the inverted breve 
is placed under each vowel. 

Make scales of th . (voice), after which add e, marking the 
latter with the inverted breve. In this way develop the word 
the. Show that the vowel in this word must be marked with the 
inverted breve when it is followed by a word beginning with a 
consonant; also, that we must tie the obscure e to the word 
following it, emphasizing the latter as we underscore it, just as we 
tied obscure a. 

Present the following words for marking, after which pupils 
may read as the teacher ties the obscure vowels to their name 
words and underscores the latter. Give the least possible sound to 
the obscure vowels: the man; the cat; the fan; the hat. 
This tying is to remind us that the word in which the obscure 
vowel is .found must be spoken lightly. 



52 POLLARD'S MANUAL. 

Follow this board-drill with the marking of words on the 31st 
page of the Spellers. 

Follow this with the reading lesson arranged for a short. 
Teach pupils to read the pictures wherever these are substituted 
for words. 



A TALK ABOUT E SHORT. 

Make ladders of e ^=E (short) and a=A (short), placing the breve 
over each vowel. Sing up and down. Call attention to the 
difference in the position of the organs of speech when we sound 
a and e short; how much nearer the teeth must be brought 
together for the latter. Alternate the sounds, as you sing up and 
down. Make double scales of e short, and desire pupils to sing 
as they beat time with their right hands — thus: 

e e 

e e 

e e 

Rule: — In words of three letters ending with single consonants, 

mark e short. Words ending in r are exceptions to this rule. 

Present families in e short, just as the a short families were 
given. First form families with the three lip-letters (eb, em and 
ep), and sing up and down. Show that all these vowels must 
be short because r is not the final consonant. As so few three- 
letter words with e ending in b or m can be found, do not try 
to form words with these consonants. Desire pupils to copy these 
families. 

Present words with e short ending in the tongue-letters. Sing 
up on ed; down on en; up on et; down on eg". Also sing 
from left to right to the air of " Greenville. 1 ' Do not run the 
sounds of the family names together as you sing. Always mark 
the letters before you sing: 

ed en et eg 
ed en et eg 
ed en et eg 
en et eg. 



SYNTHETIC ME I HOD. 



S3 



Show that, in every instance, the e must be short, because r 
does not follow it. 

Place, in turn, each family name upon the inner section of the 
board, and rotate, as pupils sound the new word presented. 

Pupils may draw wheels upon their slates, printing a family 
name in the center of each, and consonants where the spokes join 
the tire, after which form columns of words by prefixing con- 
sonants to the family name. Mark, sound and pronounce words 
on page 32 of the Spellers. As a guide to this word-building, the 
teacher may print upon the board the following, to be used as a 

TABLE OF REFERENCE! 

Take end, with b, 1, s, bl and sp. 
" ent 5 " b, 1, s, t, w and sp. 
" ell, " b, f, N, s, t, w, sp, sh, sm and sw. 
" ess, " B, I, dr, pr, ch and cr. 
" est, " b, I, n, p, r, w, cr and bl. 
After forming these words, desire pupils to pronounce them 
from their slates, giving distinct utterance to the final consonants. 
Let the work, on page 33 of Spellers follow this drill. Give drills 
upon words ending in xt and St. Speak of these finals as back- 
door keys. We must lock the back-door of one word before we 
open the next with a front-door key. 

Say " The next step," "The best stem." 
Show the difference between "The last strain" and "The 
last train." 

Copy the "e short words " with keys from the pages of the 
Spellers and call upon pupils to come, in turn, and* mark, the class 
sounding as the letters are marked. 

Refer to previous instruction in words with a short, in presenting 
these new words. Show that the same rules govern these vowels 
with this exception. In three-letter words beginning with w 
(except in the words wax and wag") a must not be marked short; 
as was, wad, etc. But in three-letter words withe, the conso- 
nant w does not change the sound of the vowel: examples; — wed, 
wet, web, well. 



54 POLLARD'S MANUAL. 

Print columns of II and ss upon the board. Explain that only 
one of these consonants can be heard in the spoken word, therefore 
the right hand consonant must be marked silent. Show, by the fol- 
lowing words, that 11 and ss make thee short: bell, fell, tell, 
well, Bess, less, press. In marking such words say "Silent, e, 
and then pronounce the word." Show that ell and ess are the 
family names. 

Follow this board drill with the marking of the four letter 
words with e short, found upon pages 33 and 34 of the Spellers, 
after which underscore the name-words and pronounce them with 
the falling inflection. Pupils may copy name-words from the 
Spellers and form plurals by the addition of S. Mark these words 
and pronounce from the slates. Call upon pupils to sing the 
different stanzas of "The Crooked Mark," as these plurals are 
marked. Present the words steps, frets and pecks, as the first 
stanza is sung. Present words with ss for the second; as, dress, 
press. Print beds, pens, hems, hens, and kegs for the third. 
Remind pupils why we place the suspended bar under S. (Because 
this consonant does not follow t, p, k, or f.) 

ar=e 

Show that there are words where a has the sound of e short 
and when these are found they must be marked with a line through 
the a. In each of the following words we find two vowels: says, 
said. We must not tie these vowels, because one is silent; the one 
on the right hand. We must, therefore, mark it out and run the 
line through the first. As these are the only words of four letters 
in which we shall rind that a equals e short, it will help us to 
remember this if we print and mark each ten times. We must also 
learn to think of them as belonging to the e short family. Mark and 
pronounce the words in Spellers, page 35, and in Reader lessons on e 
short. Underscore name-words and adjectives. Remind pupils 
how they may recognize adjectives by asking, " What kind of 
a — — ?" or, "How many?" Lead them to understand that the 
name-word must only be underscored the first time it occurs in the 
reading lesson. When the same name-word is repeated it must not 



SYNTHETIC METHOD. 55 

be emphasized; as, "Ned met ten men. The men had ten red 
flags." Here, as may be seen, the word men must not be empha- 
sized a second time, although the adjective, red, is. As color and 
number words are introduced, show that these must be underscored. 
As soon as pupils can be led to recognize a new thought in a 
sentence they may be led to understand more clearly which words 
require emphasis. 



A TALK ABOUT I SHORT. 

In introducing this new vowel desire pupils to sound, alter- 
nately, a, ©, i , resting a finger against the lower teeth, that 
they may realize the difference in their position as these vowel 
sounds are produced. Explain that the rules governing words with 
e short apply to words of i short. Make scales and sing the 
families of ip, id, it, igr, ick, ing, ink, iss and ill. Sing daily, 
until these families are made familiar to the eye as well as to the ear. 
Call attention to the different positions of the tongue as the sounds 
of the final consonants are produced. 

Present these different families, in turn, upon the Rotary, after 
which print this 

TABLE OF REFERENCE 

upon the board, and leave it there to aid pupils in building columns 
of words: 

Take id with b, d, k, 1, r and si. 

" it " b, h, I, m, s, w, si, fl and spi. 
" ig, " p, d, f, wand br. 
" ick " D, p, r, s, st, ch and cl. 
" ing " r, s, w, st, sw, br, cl, fl and sw. 
" ink " k, I, m, p, r, s, w, th, ch, cl, br and dr. 
." iss " h, k and m. 

" ill " b, h, m, p, r, s, t, w, sp, st, dr and thr. 
" itch" d, h, n, p and st. 
After printing, marking and pronouncing these words, desire 
pupils to go over them a second time, adding s to all name-words, 



56 POLLARD'S MANUAL. 

tying this final S to the letter in front to show the back-door key of 
the word and lastly ', -pronouncing the word distinctly ; as, in the third 
column of the above, they can, by the addition of S form the words 
pigs, figs, wigs and brigs. Remind them to place the suspended 
bar under s when it does not follow p, t, k or f . 

T— e 

Present the word been, inclosed by a circle, to show that it 
belongs to the family of Mr. I Short. 

Desire pupils to make scales of i=e. Mark out the right hand 
vowel of the word been and place a dot over the first vowel; 
as, be6»n. Pupils may copy and mark this word ten times. 

Follow this board-drill with the marking, sounding and pro- 
nouncing of all the words in i short found on pages 36, 37, 38 
and 39 of the Spellers. Require the underscoring of the name- 
words and the formation of their plurals. Pronounce the words 
in the Spellers frequently; until they become familiar to the eye. 

Let the reading lesson, embracing the i short words, follow. 
First, mark, sound and pronounce the words; next, underscore 
name-words and adjectives; and lastly, read naturally. Do not 
fail to intersperse Language with each reading lesson. 

Give a talk on the meaning of the possessive case, as illus- 
trated on the 25th page of First Reader. 



A TALK ABOUT O SHORT. 

Give this vowel a very short sound* Say, alternately, i 5 o 5 
with the finger in the mouth, that you may realize that the latter 
sound parts the teeth more than the former. Call attention to 
the rounding of the lips as you sound o short. Make a letter 
song and sing, observing the change in teeth and lips as "these 
sounds are produced. Sing to the air of " Greenville," placing 
breves over all the vowels before singing. 



SYNTHETIC METHOD. 57 

For O short give the same rule as for a. Show the words in 
which w precedes, or r follows the vowel, to be exceptions. Make 
scales of families of O short and sing. Let the teacher insist upon 
the distinct utterance of the final consonants. Pupils must not sing 
too rapidly. Prepare the following for word-building, being sure 
always to drill thoroughly on the family names before you 
commence : 

TABLE OF REFERENCE (FOR WORD-BUILDING). 

Take ob with B, h, r, s, and m. 

" od " G, h, n, p, r, s and sh. 
:t op " f, h, m, p, t, st, cr, dr, sh and ch. 
ot " h, 1, p, r, s, pi, sh, bl and sp. 
ock " 1, m, r, s, sh, cr and bl. 
u ong " g, I, s, str and thr. 

oss " b, 1, m, R 5 t, g\ and fl. 
Add s wherever name-words can be made and pronounce these 
a second time. Give frequent drills upon the pronunciation of the 
following words: loss, toss, moss, lost, cost, frost. 

Some orthoepists suggest a prolonged sound of O short when it is directly followed 
by SS, St and th. Also in gone, cough, trough, and in some words ending in ng, 

Follow the line of work in Spellers and Readers laid down for 
words with a, e and i short. 

If you desire to obtain correct spelling, require the marking 
of all the words in each lesson of the Spellers and the Readers. 

o=a. 

Explain that one dot under a makes it an equivalent of 6. 
Lead pupils to see that it is the w or wh in front that makes a 
say a. 

Present the following sentences for pupils to mark and read: 
"Watch that wasp;" u Will it sting?"; "It will sting Fan;" 
"What a black wasp!"; "Was it on the mat?" 

Be careful, however, not to tell pupils that they must always 
make this vowel an equivalent of O short when it follows w. 
They must learn the following words by copying and marking each 
repeatedly: was, wad, wash, wasp, watch, what. They 



58 POLLARD'S MANUAL. 

may, also, mark them in their Spellers (page 43) and Readers 
(lesson on o short). Lead them to observe that all these words 
begin with wa or wha. The teacher should point to the letters 
as pupils sing trie following to the air, " Hold the Fort " : 

Kitty has been up to mischief, 
"A, o, a," I say; 
See her paws, like velvet cushions, 
Roll my ball away. 

Chorus — Now she jumps upon the table. 
(I shall have to frown.) 
"A, a, o t" You naughty Kitty, 
I must lift you down. 



A TALK ABOUT U SHORT. 

* 

Place the tip of the little finger between the teeth and sound, 
alternately, all the short vowels (a, e, i, o, u), thus leading pupils 
to realize that the teeth part more in the sounding of some vowels 
than of others. Make scales of o and u short and sing; first up 
and down, afterward alternately. Also make scales of u, a and e 
short, and sing; after which present a letter-song and sing, from left 
to right, to the air of "Yankee Doodle, " the teacher marking each 
letter before the pupils sing: 

Aaaaaaaa; 
E e e e e e; 
I i i i i i i i 
O o o o o o. 

Chorus — A e i o u and y; 
E i o a u y; 

a i e y and u 

1 e o a i y. 

Show that the rule governing the other short vowels applies to u 
short. 



SYNTHETIC METHOD. 59 

TABLE OF REFERENCE (FOR WORD-BUILDING). 

Take ut with b, c, r, n, and sh. 

up " c, p and s. 

ug " b, d, m, p, r, and sn. 

uck " d, 1, s, t, ch, cl and st. 

ung " h, s, si, cl, fl, and spr. 

unk " b, p, s, and si. 

ump " b, h, j, 1, p, st, cl and pi. 

uff " b, m, p, st, and bl. 
After pronouncing these words from the slates, add S where 
name-words can be made and pronounce the second time,: Under- 
score name-words. (Spellers, pages 44, 45 and 46.) 

Make scales and sing. Tell pupils that this (o) vowel does not 
always say 6. In some words it talks just as u short does. When 
we find such a word, we must mark it with one dot over it. We 
may think of this vowel as of a little boy blowing soap bubbles. One 
is sailing away, and he says to the consonants on either side of him, 
"Take care! Don't put it out." 

Sing {Air— "Hold the Fort' 7 ): 

Little 6, with pipe and soap-suds 
Running out to play; 
Now he blows a shining bubble. 
See! It sails away. 

Chorus — 6, 6, 6[ Please do not touch it 
If it sail till noon, 
It may reach the little children 
Playing in the moon. 

As words in which 6 are found look like words of the O short 
family, their meaning must determine their marking. The words 
sun and son both belong to the same family. If pupils are led to 
understand that the word with u short means what gives us light, 
and the word with o means a boy or a man, they will always know 
which to use when they learn to write these words. Make scales of 



6o POLLARD'S MANUAL. 

sun- son; over the first, sketch the sun; over the second, a boy. 
Point to each alternately, as pupils sing. 

Show, further, that this vowel says 6 in some words ending in 
e; as, come, some, done, dove, love, shove. Print the words 
upon the board and mark in the presence of pupils. Pupils may 
print, repeatedly, and mark these words for the purpose of fixing 
them in the memory, after which turn to the Spellers and mark 
similar words (page 47).' 

Present the following sentences for marking: " Ned Black has 
six doves;" "Come, son, the sun is up." 

wu=^. 

Present the words one and once, and show that O is equal to 
the combined sounds of the consonant and vowel wu. Prove this. 
Show that e final is always silent when the word contains another 
vowel. Show the words one and won to be equivalents. Make 
scales and sing. Also make scales of l=-e-ne. Pupils may repeat 
with teacher; — "J have one head, one neck, one nose, one mouth, 
one tongue; and one thumb on each hand." Pupils may underscore 
number-words for emphasis when found in their reading lessons. 

ACTION-WORDS. 

Give a Language lesson upon action-words. Require pupils, in 
turn, to do something. Mary may step forward. John may sit 
down. Ned may clap his hands. As each action is performed, print 
the verb upon the board; as, step, sit, clap, etc. Add s to these 
words and print a name-word in front. Select name-words with 
short vowels; as, Ann steps; Nat sits; Sam claps. Show that x 
equals cks by presenting such words as the following: ax, sex, vex, 
fix, mix, ox, flax. (Spellers, page 48.) 

06 (short). 

Talk about words in which two O^s are found. Show, by com- 
parative scales, that the breve over 00 indicates that these two o's 



SYNTHETIC METHOD. 



61 



have as short a sound as single o short, as in book. Pupils may sing 
up on O short and down on oo short ; up on OO short and down on O 
short; then up and down alternately, the teacher pointing to each, in 
turn. Call attention to the change in the position of teeth and lips 
as the pupils sing. 

Make a scale of ook and say: " Whenever we find these twin o's 
standing up in front of little k, we must think ot both as wearing one 
breve cap and saying 66- These two o's are always found together; 
therefore, one cap serves for both. We must remember, too, that 
they both speak at the same time and say 06 when found close 
to little k." 

As they wear a breve cap we know they belong to a Mr. Short's 
family, but not to the same family in which we found o short. We 
must think of this as of another family; the one in which the short 
twins are found. 

b 




oo=o=u. 

Present the family of ook on the Rotary, after which pupils may 
make wheels composed of as many spokes as can be made from b, 
c, h, 1, t, sh, br and cr. When they are led to understand 
clearly that words with ook have 00 short, present the equivalents. 

Print upon the board 66=o === u. Say: "Here are two vowels, 



62 POLLARD'S MANUAL. 

little O and little u, who sometimes say 66. We can not show this 
by putting their cap on, because that would make them say o and 
u. As they like to play foot-ball with the twins we will just make 
a picture of a ball under each and this will remind us of the sound. 
Sometimes little u says u when she plays with puss. Mamma 
says: 'Do not pull her tail but put milk in her saucer.' Often 
little o plays with two deaf mutes. He is kind to them, and these 
letter-children are very happy together. So, when we find them in 
these three words, we must say, ( Silent, silent, o'and then pronounce 
the word; as, would, could, should.'" 

Pupils may print these three words, each eight times, after 
which mark out the letters 1 and u and place a dot under the first 
vowel. Select a familiar air of y^ time, and sing from left to right, 
and from right to left, marking each oo short and a dot under 
each o and u, before singing: 

oo o u 
oo o u 
oo o u 
Also, sing the following stanzas, the teacher pointing to the 
vowels as reference is made to thern — air, "Yankee Doodle": — 
Here are the vowels o and u 
Out playing with twin brothers; 
They always like to play with these, 
And not with any others. 
Chorus — "O, o, u!" they gladly cry; 
" This is fun worth trying.' 7 
"OO, do, obl" the twins reply, 
As the ball keeps flying. 
Present the following words for drill, after which print sentences 
and call pupils up to mark the words: 



book 


could 


put 


cook 


would 


pull 


hook 


should 


puss 


look 


could 


push 


took 


would 


bush 


crook 


should 


full 



SYNTHETIC METHOD. 6 3 

Here we find the words that did not belong to the u short 
family:— put, pull, puss, push, bush, full. As there are two 
ways of sounding ull,* ut and ush, pupils may choose the correct 
marking after reading each sentence twice and pronouncing such 
words in different ways. 

"Hush, Nell, puss has a* rat." (The teacher asks, " Would 
hush and puss be right?") 

" Could puss catch the rat if we made a noise?" 
'Can you pull my sled, Roy?" 
" I should think I could, if you would let me.'' 
(Pupils may point out the words in which the little deaf mutes 
are found.) 

" Fill the plate full of nuts." ("Can we say full?") 
" Put the nuts on the stand." ("Can we say put?") 
" Cut the cake now and we will take lunch." ("Can we say cut?") 
"Tut, tut, Roy! You must not drop nuts on the rug." 
Follow this drill with similar words in the Spellers (page 49) and 
with the adapted Reading lesson. 



PROPER DIPHTHONGS. 

Define these in this manner. "When two vowels are found 
together and both speak at the same time, we call this a proper 
diphthong. Young pupils may not be able to remember this hard 
name at first, but, as neither word is as long as velocipede, and all 
know what this means arid can pronounce it, they may hope to learn, 
in time, to say 'proper diphthong.' Whenever two vowels are 
found together, we call these 'a diphthong,' but only when both 
are sounded do we say it is a proper diphthong. By this, we mean 
when they speak together. There are only four proper diphthongs; 
the first two, ow and ou, speak together when we tie them. They 
say owl as though they did not "like it. The last two do not mind 
being tied. They say oy-oi! as though it pleased them." 



64 POLLARD'S MANUAL, 



DIPHTHONG CHILDREN. 

(Air — "Comin' through the' Rye.") 

Ow and ou, two diphthong children, 

Always getting hurt; 
Stumbling often, cutting fingers, 

Falling in the dirt. 

Chorus: — Oy and oi, their little sisters, 
Careful when they run; 
But just as fond of play as ow, ou — 
Just as fond of fun. 

Prove by the movement of the lips that both vowels are sounded. 
Ow draws the rounded lips together; oi throws them apart. (Re- 
mind pupils that when we sing the scales of single vowels our lips do 
not move.) Lead pupils to see that, in both instances, w and y 
are vowels because they are equivalents of other vowel sounds. In 
ow 5 the w equals oo; in oy s the y equals i short. 

Make a Letter Song, tying all the diphthongs before you sing. 
Point, as pupils sing to the air of "Yankee Doodle": 



Ow ow ow ow ow ow ow; 
Oy oy oy oy oy oy; 
# Ou ou ou ou ou ou ou; 

Oi oi oi oi oi oi. 

Call special attention to the movements of the lips as these 
diphthongs are sung. 



SYNTHETIC METHOD. 



65 




TABLE OF REFERENCE (PROPER DIPHTHONGS). 

Present words with ow upon the Rotary. Call pupils' attention 
to the large number of word-children found in the family of Mr. 
Ow. Place the table of reference upon the board and desire that 
columns of words be formed. These words must be marked and 
pronounced, after which desire that the name-words be underscored 
and emphasized. And lastly, add s to the name-words and pro- 
nounce them a third time. Sing the last stanza of " The Crooked 
Mark" as you place the suspended bar under each s. 

Take ow with b, c, h, m, n, r, s, pi and br. 
f, h, gr, pr and sc. 
r, sc, st, sh, tr and sp. 
R, t and Fl. 
c, f, s, t, sp and br. 
As in previous lessons, follow this drill with the marking of 
similar words in Spellers (pages 50 and 51) and afterward with the 
Reading lesson adapted to the new sounds. 

Show that when y follows any other vowel than o we must 
mark it out, because it is always silent ; as, way, ey ; also, that w is 
silent when it follows a vowel, except in the diphthong ow and in 
words with ew; as, low, patoc. 



owl 


a 


c, 


out 


a 


P, 


oy 


a 


b, 


oil 


a 


b, 



66 POLLARD'S MANUAL. 

Later on, explain that ow and ou must not always be tied; 
only when they are proper diphthongs. At present it is enough to 
tell pupils to sound and tie these vowels with one impulse of the 
voice in the words we shall present. In this connection tell pupils 
that W and y are consonants when they begin words. (For older 
pupils say, " When they begin words or syllables.") Prolong the 
sounds of W and y when you pronounce these words: well, west, 
went, wish, wick, wink, width, yes, yet, yell, yelk. 



THE SHORT FAMILY. 

Print neatly, with colored chalk, scales of the Short family. Call 
the roll to see if all are present. Let pupils answer as the pointer 
touches the letter. Explain that they must not say " Here," or 
"Present," but must give the sounds of the voice-letters as their 
names are called. The teacher will say " a short," and pupils 
respond " a;" teacher, "e short," pupils, "e," etc.; after which sing 
the following stanza to the air of " Wait for the Wagon," found on 
page 20 of Songs, pointing to each letter as its sound is sung: 

Here are the five breve-vowels: 
A shon, "a a" must say; 
E short, "e e," remember; 
I short, " T i" (this way); 
O short says "6 6," quickly; 
U short, "u," quickly, too; 
While '$£ (the little baby) 
Says, " h I sound like you." 

(Review lesson in Readers.) 

THE LONG FAMILY, 

To the right of the short vowels, print scales of the Long family. 
As the names and the sounds of these vowels are the same, they may 
all be presented at the same time. Show that these voice-letters look 
like their cousins of the Short family. We can only distinguish them 





SYNTHETIC METHOD. 67 

by the hats they wear. The macron hats have straight brims, while 
breve-caps turn up. Pupils may sound with the teacher, as the ma- 
cron is placed over each long vowel 

a e i 5 U y- 

Theymay also sing the following stanza (air, " Yankee Doodle"), 
as the teacher points to these long vowels: 

These vowels six wear macron hats; 
They have not any other. 
Old Mr. Long is their papa, 
And Mrs. Long their mother. 

Chorus: — A e i o u and y; 

Here we wish to show them. 
They must wear their macron hats, 
Until we learn to know them. 



Leave these scales of the long and short vowels on the board 
for daily singing exercises. Desire pupils to copy them upon their 
slates. Sing up on a long and down on a short; up on e long and 
down on e short; up on i long and down on i short; up on o long 
and down on o short; up on u long and down on u short: also sing 
up and down, alternately. 

Show that they must give more time to the sounding of the long 
vowels. Print a Letter song of the long vowels and sing to the air, 
"America." Let these comparisons of the long and short vowels 
be given daily, that pupils may be made perfectly acquainted with 
their sounds. 






POLLARD- MANUAL. 



C AND C SOFT, 

Make : s = c, print C and g upon the board and 

rage i- )'. 

an 



Finding the C in Iront of e, 
In front of i, in front of y. 
Standing in front of e, i 5 y. 
mark and sound it c. 




Mak: of j=g ar.c 



Finding the g" in front of B, 
In front of i, in front of y, 
Standing in front of e, i. y. 
mark and sound it g. 




Mark the vowels loner and c and g soft, before sini 



STXTHETIC METHOD. 69 

Show, by presenting the following word, that c before e final is 
equal to s, and must be marked with a cedilla: as, face; also, that 
g before final e equals j, and must have one dot above: as, age. 
Present other words with a long. Show that e final must always be 
marked silent when another vowel or other vowels are found in the 
same word. 

Rule for marking the words of the Long families : When the 
word contains two vowels, the last of which is e, mark the latter 
silent and the first vowel long, if the vowels are found together or if 
separated by any single consonant. Exceptions are found in words 
ending in are: as bare, and in the word, are; also, in there, 
where, were. etc. 

Present the following scales for singing: ake, ave, ace, age. 
Pupils may sound as the teacher marks these scales. In marking 
ake, say, "silent," as the e is marked out, and "a," as the macron 
is placed above the vowel. 

In ace, say kw silent, c, a," and then pronounce. Sing up and 
down these scales. 

Introduce the following as words of the Long family, calling one 
pupil up to mark while the rest sound: bake, cake, lake, make, 
rake, take; rave, save, wave, shave, brave, grave; face, 
lace, pace, race, grace, trace; age, page, rage, sage, stage. 
Lead pupils to see that only one consonant is found between the 
vowels in each of the above words and that this consonant is not r. 
Make scales of these families for singing and show that the letters 
between the vowels are lip consonants; as. abe, ame, ape. 

Articulate distinctly as you sing up and down the scales. 

TABLE OF REFERENCE. 

For word-building in the Long families, present this table: 

Take ame with c, d, f, g, 1, n, s, t, sh, bl and fl. 

ade " f, m, w, bl, sh, sp, gl and gr. 

ane " b, f, 1, m, p and pi. 
" ape " c, t, sh, gr, dr and cr. 
" ale " b, h, m, p, s and g. 



70 POLLARD'S MANUAL. 

Present the words wade and wave to show that w does not 
affect the sound of a long. Let the marking in the Spellers follow 
this board-drill. After marking and sounding in the Spellers, 
pronounce the words as they are made familiar to the eye. (Lesson 
in Readers on a long.) Connect Language lessons with every 
Reading lesson. Pupils may underscore name-words and adjectives. 
Also, form plurals by copying the name-words and adding s. Copy 
ten action-words from each lesson. 

e (long). 

Show how slightly the teeth are parted in sounding this vowel. 
Make scales of e long and sing up and down. Call the attention of 
the pupils to the position of the teeth and lips as they sing. Point to 
the Long family, and sing up on a and down on e. Sing, alternately, 
a, e, up and down, with the forefinger touching the lower teeth, that 
pupils may realize, as the sounds are produced, the difference in their 
position. Show, by presenting this line of words, that when e is the 
only and final vowel of the word we must mark it long: 
be; me, he, we, ye, she. 

Also, when the word contains two e's, either separated by a single 
consonant or found together, one must be marked silent and the other 
long. ( Here show pupils, by presenting columns of words, that it is 
either the final e or the second of double e that must be marked 
silent; as, here, sere, mere, see, bee, three, beet, meet.) 

Build families of words from eed, eel, eet, eep, using both 
single consonants and keys for this purpose. Print here upon the 
board and tell pupils that whenever r follows a vowel we must first 
mark the vowel and afterward tie it to the r. As we tie, we must 
sound the vowel and consonant with one impulse of the voice; 
must let the sound of the first glide into the second. We must not 
say h-e-r^, but h-er^t- We must think of the vowel and the r 
that follows it as speaking at the same time, just as we think of ow 
or of the whisper sh. Follow this drill upon e long by the marking 
of similar words in Spellers (pages 53 and 54), after which the 
adapted Reading lesson may be given. Let us remember this in the 
families of ire, ore and ure. 



SYNTHETIC METHOD. 71 

1 (LONG) AND I. 

Show that i long is the third of the long vowels; that its sound 
opens the mouth wider than a or e; that there is more movement of 
the lower jaw in sounding this than for a or e. Pupils will realize 
this by holding their chins with thumb and fore-finger as they sing. 

Show that I is always long. Make scales of i = I. 

PRONOUNS. 

Here give a Language lesson on pronouns. Show that this large 
letter, when alone, always stands for the name of the person speaking. 
The teacher, placing a hand upon the head of each pupil, in turn, may 
ask "Who is here?'" and thus elicit the answers "I, Mary, am here," 
or, "I, John," etc. Build up words with consonants and keys from 
ime, ipe, ide, ine, ile, ire and ife. Keep up the interest by 
presenting all these families oh the Rotary. Review words with 
and and end, and show that, in this family, the exceptions in ind 
are found; as, 

and end ind 

band bend bind 

hand send find 

land lend wind. 

Show by the above words, that, while final nd makes a and e 
short, as a rule it makes i long. Show the word wind to be an' 
exception. (Spellers, pages 55 and 56.) 

5 (long). 

Insert the point of the little finger between the lips as the scale of 
O long is sung. Pupils may thus be made conscious of the position 
of their lips in the production of this sound. Build up words with 
consonants and keys, from ope, one, ose, and oes. Show that 
name-words ending in oes mean more than one; that s=z after a 
vowel; that, in the plurals of nouns or the singular of action-words, 
the addition of s makes no difference in the marking of the words; 
that e is silent and the first vowel long. 



72 POLLARD'S MANUAL, 

Sing the third stanza of " The Crooked Mark," as pupils place the 
suspended bar under each final S in the following words: hoes, 
goes, foes, toes. (Spellers, pages 57 and 58.) 

Show these two words to be exceptions; shoes and does. 
Do not show pupils how to mark these exceptions until their families 
are introduced. Merely ask if it would sound right to say, " D5fes 
your right sho§> pinch your toe? 7 ' 

611 AND Oil. 

Show that words in oil can be marked in two ways; we 
must, therefore, distinguish these by their meaning; as, poll, loll, 
doll, and roll, toll. Illustrate these words by printing sentences 
on the board: "Ned rolls his 




(Pupils may mark the words and read the picture); "Fred met 
Poll;" "The doll has a red dress on." 

Pupils may copy, mark and read the above sentences. Try the 
three oil words before you mark them. 

Make scales of o==oh. Show that o is always long when 
it is an interjection. Give a Language lesson. Show how 
different is our exclamation for pleasure from the quick sharp 
OI that pain wrings from us. The teacher may illustrate this by 
reading the following sentences: 

" O, how beautiful is the sunset!" 

"O, how sweet that music!" 

"O, how we love obedient children!" 

" O, how the lightning flashes! " 

"O, what a storm! " 

"O, I have cut my hand! " 

Show that the sound, in the first three sentences, must be pro- 
longed — drawn out in pleasing tones; that in the last three, this 
vowel must be spoken in a short, abrupt way; that this interjection 
must be an exponent of our feelings. Call attention to the fact, 
that, in all the words of the Long family which have been presented, 



SYNTHETIC METHOD. 73 

we have found but one consonant between the two vowels of the 
word. When this is the case, we may mark the first vowel long, 
with a much greater degree of certainty than if we found the vowels 
separated by two consonants, as in the words horse, mince, singe. 
It is true that the word strange obeys the rule of the Long family, 
although, in it, the vowels are separated by two consonants; but 
pupils will soon learn, through the experience gained by marking 
words, that more exceptions are to be found with a than with any 
other vowel. 

u (long). 

Point to the scale of this vowel in the Long family, on the board, 
and sing up and down. Call attention to the position of the organs 
of speech upon emission of this sound. Show that both tongue and 
lips assist in producing it; that it is a double sound. Pupils may be 
led to understand this by desiring them to say rapidly u yob, yob, 
yob." 

In building up words of the u long family, tell pupils the} 7 may 
choose any consonant or any key to precede the family name except 
r, y, sh or zh. These four must be avoided because they change 
the sound of u long; the words in which they are found belong to 
another family, so we must remember, when we find words beginning 
with ru, yu, or shu and ending with e, that we must mark the final 
vowel silent, but must not mark the u long. (We shall not find 
words in which zh precedes u until dissyllables are introduced.) 

Present, on the board, the following 

TABLE OF REFERENCE 

from which pupils may form words: 
Take ume with f and fl. 

" ute " c, 1, m and fl. 
" use " fandm. 
In connection with these lessons give special drill upon the 
words beginning with d, t and S, as such words are often 
incorrectly spoken; as, dupe, lute, duke, tune, and sue. 



74 



POLLARD'S MANUAL. 



u=ew. 

Present the known sound first. Make scales of u=ew, and 
sing up and down. When we wish to show that these vowels 
have the sound of u long we extend the line over both letters. 
Like sh and oy, we must never try to separate their sounds, but 
must consider them as one vowel. As they are not always 
equivalent to u long, we must show when to draw the line over. 
Show pupils, by illustrations of words, that when these vowels 
(ew) follow any consonants except r, or y, or any keys except 
ch and sh, we may place the line over and give them the u long 
sound. 

Present words of the ew family on the Rotary. Pupils may 
draw wheels with thirteen spokes and place at each point d, f, 
h, m, n 5 st, fl, st and cl; after which form a column of words 
of the ew family. (Spellers, pages 59 and 60.) 




00 (long). 

Make scales, side by side, of o long and 00 long. Show how the 
sound of the latter draws the rounded lips together. They do not 
move, as in u long; but it takes as long to sound 00 long as O long. 
We may, therefore, say that words with double o long belong to 



SYNTHETIC METHOD. 



75 



another Long family; the family in which the twins are found. We 
say such words belong to a Long family, because of the long macron 
hat the vowels wear. Like other twin o's, one hat is enough for 
both, for these twins are always found together. When we find 
words in which the two o's are not followed by k, we may think, as 
we draw a straight line over (put on a macron hat), that they say 
db. This db ! is the twins' "Hurrah!" It is such fun for them to run 
out to play! Present the families of ool, oom, oon, oop, oor, and 
show by the final consonants, or rather by the absence of k, that 
these vowels must be marked long. Sing the song of U and u 
(Page 1 8 of Songs.) 

TABLE OF REFERENCE. 

Give this table for word-building: 
Take ool with c, f, p, t, sp and st. 



" oom " 


b, d, 1, r, br, bl and g\ 


" oon " 


b, m, n, s, cr and sp. 


" oop ' c 


c, h, tr and dr. 


" oor " 


b and p. 


" oot " 


b, h, r, t and sh. 




Explain that the sense of what we read will help us to 
determine about the marking: of " double o words." 



76 POLLARD'S MANUAL. 

There are a few words that end in ood and oot, and some 
that begin with woo, in which the twin o's say do. These we 
must learn by marking frequently, after which we shall know that 
oo before final k is short and before other consonants, long. 
Let us try to think that when 1, m, n, t or r follows the twins, 
they draw on their macron hat and say ob ! as they go out to skate. 

db=o=u=ew 

There are two other vowels that say 6b m These are little O and 
little u ; you remember that these vowels say do when they play 
foot-ball/ but when they run out in the cold they say do. They 
just put on their skates and run out with the Long twins. As the 
preceding consonant does not indicate the sound of the vowel that 
follows it, in all of the words below, we must read the sentences 
containing such words before we mark the doubtful vowels. We 
can choose betwen o, 9 and o« Explain that in the unaccented prep- 
osition to, 0=00 short. 

Mark the following words in the presence of pupils and call upon 
them to pronounce : go, to, do, foes, shoes, move, no, too, 
hoes, lose, grooves, so, two, toes, prove, choose. 

Determine the correct sound of o in the following sentences 
before you mark these vowels: 

" Do you go to school? " ("Can we say go?") 

"Yes, I do; do you?" ("Can we say do?") 

"My new shoes pinch my toes." (Ask if this would be right.) 

"Can you count tWo?" (Show this to be an exception, inasmuch 
as the right hand vowel is marked and the one on the left is silent.) 

"Yes, I can; and mark it, too." 

"Please tell me what to do." ("Would it sound right to say 
to do?") 

Show that, in many words ou=o where these vowels follow y; 
as, you, your, youth; and often in words where o follows wh; 
as, who, whose, whom. Point out the y and wh in front, and 
show pupils that, except in a few words, these consonants (y and 
wh) will aid them in determining when to place two dots under 



SYNTHETIC METHOD. 77 

o. Before they tie ou they may just glance forward, and if they 
see y, then mark u silent and place two dots under the O- In 
connection with this lesson show that, as a rule, when wh is found 
in front of any vowel except o, they may tie these consonants and 
"blow out the light ;" but when found in front of O, w does not 
seem to like it and will not speak at all; as, Who, Whom. 
Make scales of all the skating vowels and mark before singing: 

db=o=u=ew. 

• * •• • • 

Sing up and down, pointing to each letter as pupils run the scales. 
Also, sing from right to left to the air of "Greenville."" Lead pupils 
to note the difference between this and the sound of u long. In 00 
long the lips retain the same position, while in singing the scales of 
u long they move constantly. Make comparative scales and sing 
alternately, u* do. 

Remind pupils that these (ew) vowels sometimes say do. When 
they do, we must place two dots underneath, just between the e and 
w, to show that they speak at the same time. We must remember 
they have but one pair, of skates between them, but as they are 
always together, each puts on one and holds up one foot ; then they 
lock arms and thus skate together. Give repeated reviews upon the 
sound of 00 long. 

Point to the .vowels, as the following stanza is sung to the air 
of "Hold the Fort:" 

do I do I do I 'Twas wintry weather, 
But a sunny day, 
When the twins of Mr. O Long 
Started out to play. 

Chorus — Soon they met four other vowels, 
Skating on the ice; 

"o! u! ew!" They bowed, and added 
"Is not skating nice?" 

(Spellers, pages 61 and 62. Read lesson in the Reader to 
correspond.) 



7 8 POLLARD'S MANUAL. 

K, G, W AND U SILENT. 

Present columns of words beginning with kn, gn, wr, and gu. 
Show that the first letters of the first three are silent, and that in the 
a gu words, " the u is silent. As it is by frequent marking of the 
letters that pupils are reminded they are always found in certain 
positions, repeat these drills daily, until the impression is made. 
Later, when asked to write these words, memory ' recalls the fact 
that k and g before n, and w before r were always found there 
ready for the line to be drawn through. When words are presented 
for the purpose of impressing a certain point, be sure to require not 
only this, but the marking of all the letters that have been explained 
in previous lessons: 

knee gnat wring guest buy 

knife gnash wrong guide build 
know gnaw wrench guile build 

qu. 

Present words beginning with qu. Show that k=q and 
w=-t*. When u==w we consider it a consonant; therefore we 
must tie qu, for the key of the word. Call pupils up to mark 
quest, quell, quit, quick, quite, quote, quench. Follow 
these drills with the marking of words found on pages 63 and 64 of 
Spellers. 

Mark the name-words, and tell or show the meaning of the 
action- words. Ask which word shows the most action. Illustrate 
wrench and 'wring with the hands. Show the objects for which 
two name-words stand, viz.; — a knife and your knee. Also, refer 
to words beginning with gu and bu, followed by another vowel. 
Show that these do not follow the rule; as, in such cases, 
the first vowel, u, is always marked silent. Present the proper 
name Guelph to show that here u is not silent, but is an 
equivalent of w. It is, therefore, a consonant, and must be tied 
to G for the key of the word. 



SYNTHETIC METHOD, 79 

THE D AND ED WORDS. 



When we find ed added to words of the Short family which end 
in t or d, mark the e preceding final d short; as, rented. Present 
the following words, and show in each instance why e must be 
markedshort: printed, hinted, hunted, rusted: also, in words 
with ee; as, needed. 

When words of the Short family end in any other consonant 
except t or d, mark the e in final ed silent; as, taxed, pressed, 
hissed. Present the following words for marking, showing that e 
is silent in each ca'se because ed does not follow either t or d: 
tacked, lashed, matched, decked, mashed, etched, picked, 
threshed, notched, locked, fished, ditched, tucked, 
hushed, lunched. 

In the words following, conceal final d and thus present them as 
words of the Long family; pupils will then see why e final is 
marked silent and the first vowel long: lamed, laced, paged, 
tamed, cased, lined, timed, spiced, tired, robed, dosed, 
cured. Show, also, by referring to these words, that, when ed 
follows a whisper-consonant or a whisper-key, d final is equal to t: 
therefore, cross it, thus;— d", as in tacked". 

Lead pupils to suggest other words ending in ed. Ask a Who 
can give me a word ending in ped?" If one pupil answers 
"shaped," print it upon the board and ask for another word; after 
which cross the final d's, because they follow whisper-consonants. 
Show that the word wretched is an exception, as all other words 
ending in tched have e silent. 

ACTION WORDS IN d AND ed 

Talk about action-words. Ask each -pupil in turn to do some- 
thing, and :o express the action by the use of the pronoun I. Henry 
may say, " I move my feet," as he steps forward. John may say, with 
accompanying gesture, "I raise my hand;" Mary, " I touch my cheek." 
Lead pupils to make statements as the actions are performed; after 



8o 



POLLARD'S MANUAL. 



which, show how the addition of d or ed changes the time. Add d 
to move and wave, and ed to touch, and ask that the sentences 
be repeated: "I moved my feet;" "I waved my hand;" "I touched 
my cheek." Show that these refer to past time. (Ask if we must 
mark e short, or silent, in moved and waved.) 

Pupils may think of d and <_- ed as of little watches worn 

by a word to tell of some- thing that has happened. 

When they find a word ^^^^ ending in ed they must 
look in front of these letters ^^TS^U for t or d. If they tind them 
they must mark the e short ; M& \J=m aswaded, shaded, rent- 
ed, hinted. (Call atten- ^&J^B ti° n to the fact that we 
speak twice in pronouncing ^^^^-^ sucn words.) But if they 
find ed preceded by any other consonant, then they may mark the 
e silent; as, hatched, flashed. 

Refer to the meanings of these words and show that they in- 
dicate actions performed: "James dreamed;" "George moaned;" 
"The horse paced;" "The lightning flashed." Lead pupils to 
understand the meaning of past time by such questions as: "When 
did George moan?" Answer: "He moaned last night." "When 
did the horse pace?" "He paced yesterday." "When did the 
lightning flash?" "It flashed this morning, during the storm." 
(Spellers, pages 65 and 66.) 



EQUIVALENTS OF LONG VOWELS. 

EQUIVALENTS OF a LONG. 

(a=ay=^a=ai=ey=ei=eig:=eig:H.) 

In presenting these equivalents, remind pupils that they must 
reason from the known to the unknown. 



a=ay. 

Make scales and sing a=ay. Show that here y is silent, 
because another vowel is found in front; and that it is a vowel 



SYNTHETIC METHOD. 81 

because it does not begin the word. Explain that words with 
this equivalent (ay) belong to the family of Mr. A Long. We 
rarely find them in any other family. Because of this we may 
mark the last vowel silent and the a long. Print ay upon the 
inner section of the Rotary and show what a large family Mr. 
A Long has — all the words that can be formed with ay, all we 
have formerly marked and many more. (It interests young pupils 




when they are told they may think of such words as mate, 
came, &c, as Mr. Long's boys, and of the words containing 
the equivalents of a long as his girls; as, hay, pail, &c.) 

Pupils may build up words with ay, by reference to the conso- 
nants found on the outer section of the Rotary. Form other words 
with keys; as, stay, clay, &c, after which add s wherever a 
sense-word can be made. As the teacher points to a few of these 
words printed on the board for illustration, pupils may sing the third 
stanza of "The Crooked Mark," the teacher placing a suspended 
bar under each final S. Present the word says, inclosed in a circle, 
and ask if they remember in what family this word was found. Ask 
who can come up and mark it. Let the marking and pronouncing 
of words in the Spellers follow this drill. Also, copy ten name- 



82 POLLARD'S MANUAL. 

words, changing them into the plural number, and making final S an 
equivalent of z. 

a=ai. 

Show ai to be another equivalent of a long. Refer to what 
you have already said: — that, when two vowels are not tied 
underneath to indicate a blended sound, we must, as a rule, mark 
the right hand vowel silent. 

TABLE OF REFERENCE. 

Arrange this table for the building up of words with a long: 

Take ail with b, f, h, m, n, t, r, s, p and w. 
" ain " C, f, g, I, m, p, r, v, st and gr. 
" aid " 1, m, p, r, st and br. 

Present the word said, and ask who can remember in what 
family it was found and who 'can come up and mark it. (Spellers, 
page 68.) 

a— ey. 

Make scales and sing. Show that a line drawn under e makes 
it an equivalent of a long; that y must be silent because it fol- 
lows another vowel. Present such words as they, whey, prey, 
etc., for marking. Follow this with words in which ei=a. Add 
ei to the scales upon the board — thus; — a= ey=ei. After marking 
the silent vowels and placing a line under each e, sing these scales. 
Present such words as rein and vein for marking. 

a=eig:n=eig:K a 

Present the word feign and explain its meaning. Show that 
it contains two silent letters; show also, that we must draw an 
oblique line through each letter saying "silent" each time; as, 
feign. We must never permit one mark to serve for both silent 
letters. In presenting the words neigh, weigh, eight, weight, 
refer to the three silent letters. As you call upon pupils to mark 
these words, instruct them to say "silent, silent, silent," as the three 
lines are drawn through the three letters. This is to fix the spel- 



SYNTHETIC METHOD. 83 

ling of the word in the mind. Do not accept such marking as 
the following: nefgH. Lead pupils to learn, through the marking 
of such words as weigh, that the letters igh must be marked silent 
-when another vowel is found in front; that when this vowel is e we 
must make it an equivalent of a long, as: weigK. Follow this 
drill with the marking of similar words in the Spellers, page 69. 

EQUIVALENTS OF e LONG. 

( e=ea;=e§=ei= 1 §) 

, In presenting the equivalents of e long, follow the plan laid down 
for those of a long. Present, first, words with ea: prepare this 
table and leave it upon the board. 

TABLE OF REFERENCE. 

Take eap with h, I, r, and ch. 

" eat " b, h, m, n, p, s and ch. 
" ear " f, h, n, t, sp, sh and cl. 
" ead " b, 1, r and pi. 

In this connection show that some words in ea are found in the 
e short family; as, head, thread. 

e=e&t 

Here give a review lesson upon words with ee; lead pupils to 
form words with eet by prefixing b, f, m, gr, sh, fl, and str. 

Arrange this 

TABLE OF REFERENCE 

for the building up of ee words: 

Take eed with d, f, h, n, r, s, w, st and gr. 
" eer " b, d, st and ch. 
" eep " d, p, w, cr, sh and st. 
" eel " h, k, p, r, wh and st. 
" een " s, w, spl and qu. 
Here present the word been, and ask, "Who can remember 
the family in which we found it?" "Who can come up and mark 
this word?" 



84 POLLARD'S MANUAL. 

e=m. 

Present the following words to illustrate, this new sound of i : 
field, yield, shield. (Such words can be marked in this way — 
field; but, as pupils are accustomed to marking out the right 
hand vowel, we prefer the former marking.) Follow this drill 
with the marking of the lessons, (Spellers, page 70, and the 
Reading lessons.) 

EQUIVALENTS OF i LONG 

( i=y==y$— igH) 

Present equivalents of i long. Make scales of i=yfe. Show, 
by the following words, that when y is the only and final vowel of 
the word we mark it long; also, that in words ending in ye the e 
is silent and the y is long; as, by, my, thy, try, dye, rye, lye. 

Present words in igh and show that when i is the only vowel in 
the word and is followed by gh, we mark the two final consonants 
silent and the i long, as high, nigh. Present columns of words 
with eigh in contrast with those of igh. Show, in the former, that 
we mark the i silent because the word contains another vowel (the 
i being the right hand vowel). But in words where i is found to 
be the only vowel, we can not mark it silent, as every word must 
contain one vowel that says something. Mark these words alter- 
nately, in the presence of pupils, that they may learn when to mark 
i long and when silent: weigh, nigh, eight, night, freight, 
sight. (Spellers, page 71.) 

EQUIVALENTS OF O LONG. 

(o=5a>=6w;— oU=o^=6o) 

Present these different columns of words for marking. Lead 
pupils to see that where ow and ou are not tied, the right hand 
vowels must be marked silent: also, where these vowels (00) are 



SYNTHETIC METHOD, 85 

marked neither by a breve nor a macron, the first o must be long, 

or an equivalent of u short, and the second silent : 

roar bow four doe door 
load row pour foe floor 
road sow gourd hoe door 
toad grow fourth toe floor 
For word-building take oat with b, c, g, fl, bl and thr; also, 

ow with b 5 1, t 3 r, s, sh* st, and cr. Follow this with marking 

words in the Spellers, page 72, and the adapted Reading lesson. 

TABLE OF REFERENCE. 

Show, by the following table, the different sounds of ow, ou, 
and 00: 



(!•) 


ow, as cow ou, as out 


do, as book 


(2.) 


ow, " bow otL, " you 


do, " moon 


(3-) 


oWj " bellows 0H3 " would 


o^Qt, " door 


(4-) 


ou, " four 


6$, " blood 



EQUIVALENTS OF U LONG. 

(u=ue,==ui==ew) 

Present the following words for marking: due, hue, Sue, 
juice, sluice, dew, few, new, pew. Remember, as a rule, you 
must mark out a vowel before you mark the first vowel of the word 
long. Words ending in ew are exceptions, for, in these, the vowels 
speak together. 

Present for review words with u long, words in which this vowel 
is separated from final e by a consonant, as, tube, fume, tune, 
dupe, muse, mute. Ask pupils why we mark u long in these 
words. (Answer: first, because e is the final vowel, and next, 
because we do not find r, sh or y at the beginning of these words.) 
In presenting words with equivalents, call attention to the fact that 
with the exception of ew, one vowel must be marked silent and that, 
as a rule, this is the one on the right hand. Present the words 
suit, fruit, juice, sluice for marking. Review the words with 



86 POLLARD'S MANUAL. 

ew, referring to the change in the sound when these vowels follow 
r, chory. The lesson which must follow will be found on page 
73 of Spellers. 

Do not confuse pupils by introducing many exceptions until 
they have learned to recognize the different families of words. 
The law of opposites requires a greater exercise of the reasoning 
faculties than that of association. There are, besides, many words 
that are found to be exceptions only to certain classifications. These 
will be recognized in other families when the latter are introduced; 
as, love, dove, etc. These words, although exceptions to the 
words of O long, have been classified with the u short family. So, 
also, the word been, although not found with the words of e long 
has been classified with the words of i short. Lead pupils to clas- 
sify such words by their vowel sounds rather than to consider 
them exceptions to all rules. 



THE ITALIAN FAMILY. 

a ITALIAN 

(before r, If, lv, Im, th and unt.) 

Make scales of a short and a Italian. Show pupils that ar 
parts the teeth the width of two ringers — more than any other 
sound of a; that the vowel must be tied to the r following, as 
the sound is produced. Compare the spaces between the teeth, as 
a short and a Italian are sung. Lead pupils to see how little sound 
is given to the r; how flat the tongue lies as we sing up the scale of 
Italian a. 

Present lists of words, for comparison, of the sounds of a short 
and ar: bat, bar, cat, car, hat, harm, pat, part, sat, star, 
hack, hark. Show, by printing these words with r, that none 
begin with w. Explain that the sound of the vowel is changed 
when w precedes ar. 



SYNTHETIC METHOD. 87 

TABLE OF REFERENCE. 

Build up words, with Italian a, from the following table: 

Take ar, with b, c, f, m 5 p, t, st, sp and ch. 
" art, " c, d, p, st, ch and sm. 
" arm, " f, h and ch. 
" ard, " c, h, 1 and y. 
" ark, " b, h, 1, m, p, sh and sp. 

Take in the final consonants as you tie; as, ark. 

Form words of the family of a r on the Rotary. As you present 
words with back-door keys, instruct pupils about the double tie. 
Refer to your explanation of this tie, when words with circumflex 
u and the wave vowels were presented. When two consonants 
follow r, make the double tie rapidly as you sound; as, h&arth. 
Follow this board drill with the marking and sounding of words 
with Italian a, found on the 79th page of the Spellers, and this, in 
turn, with the adapted Reading lesson. 

Let the drill upon the ar words be followed by words with aim, 
alf and alv. Explain that two dots must be placed over a when 
this vowel is followed by lm, If or Iv; also, that in these words 1 
must always be marked silent. 

Present words of the Italian family of aim; as, balm, calm, 
palm. As these are marked, pupils must say u silent" as the 1 is 
marked out; u a" as the two dots are placed above the vowel, and 
then pronounce the word. Explain that we do not tie a Italian to 
any consonant except r. There is no blending of other consonant 
sounds. After saying a the lips must close to sound m ; therefore, 
we must not tie this vowel to m. 

Present the words calf and half and show that in these, also, 
the 1 is silent and the 1 a Italian. In halve, point out the only 
difference, which consists in the final e being silent. Present can't, 
sha'n't and laugh, as examples" in which Italian a occurs. In 
laugh show that u is silent because it is the right-hand vowel. 
Show also that when gh equals f , we draw a line through both 
letters: as, -gh. Suggest that if these letters followed i (it being 
the only vowel of the word), we should mark both silent. 



88 POLLARD'S MANUAL, 

Show that a is Italian when followed by th final; as, bath, 
lath, path. Ask pupils if these are name-words; show that th 
must be tied underneath because it is a whisper-sound. Present 
these words a second time, adding s to form their plurals. Show 
that this addition of s changes the sound of th; as, bath, ba4h-S. 

Present words ending in unt to show that these letters make a 
Italian. Make scales of aunt and lead pupils to see that this word 
contains one silent vowel. Mark this scale from their dictation: 
first step, tie nt; second, mark u silent; third, place two dots over 
a; fourth, pronounce. Sing up and down this scale, giving the sound 
of Italian a, and articulating distinctly when the tied consonants are 
sung. 

Present the word are and suggest that the family is at last 

found into which this word has been adopted. To remember this, 

pupils may print this word repeatedly. It looks so like trie words 

with circumflex a, that there will be danger of incorrect marking if 

this is not done. 

Is and Are. 

Here give Language Lesson on is and are. Make these words 
fit their name-words. Present incomplete sentences, leaving blanks 

where the subjects should be; as, " is here," " is glad," 

" is asleep," " is lost," " are there," " are 

sad," " are awake," " are found." 

Call upon pupils to mark and pronounce these words, that they 
may be ready to follow the teacher when the complete sentences 
are reado Call special attention to the word are, that they may 
remember the Italian a. Lead them to see that a noun of the 
singular number must be chosen to be placed in front of is, and 
of the plural in front of are. 

Ask: "Who is here? Can we say 'Girls is?' (Lead pupils to 
reply.) 'Boys is?' No; we must choose a name-word of the singular 
number — a word that means only one person. How many think 
'Jane is here' is correct?" Fill the first blank with Jane, ask pupils 
how to mark the word, and then read the sentence. Mention "here" 
as a sign-board word. Take the first sentence of the plural. Ask: 



SYNTHETIC METHOD. 89 

: 'Can we say 'Jane are there'? Why not?" (Lead them to under- 
stand that a name-word -of the plural number must be chosen for 
are; that we can not use is.) Ask: "Can we say, 'Boys are there?' ' 
Complete all the sentences in this way by asking " Who is? " or 
" Who are? " after which ask pupils to- form sentences in the singular 
and plural numbers. 

WAVE VOWELS. 

(er=ir=yr) 

If teachers accept the classification of Prof. Alonzo Reed, they 
may make all the wave vowels equivalents of ur by presenting equiv- 
alent scales; as, ^=='6r == ij:^or==^r. But, if it be deemed 
best to give a distinctive sound to the "wave vowels," do so. 

Show that the vowels e, i and y have the same sound when 
followed by r, and that these vowels must be marked with a wave 
before they are tied to the consonants. After singing the scales 
make a Letter song of these "wave-vowels," and sing from left 
to right and from right to left. 

In presenting monosyllables with er, lead pupils to see that 
e must be marked with a wave, when it is followed by r final 
or r with other consonants; as, her, berth: also, in accented 
syllables; as, prefer, defer. But in unaccented syllables with 
er, this vowel must be marked obscure; as, mother, brother. 

Show, also, by presenting the following words, that the inter- 
vention of a silent letter does not affect the vowel sound. First 
mark out the silent letter and afterward tie across it. Show 
pupils, in this way, that the vowel sound must not be given apart 
from the r; as, earth, earl, earn, heard, hearse. Here sing 
the stanza adapted to the wave-vowels, found in the Johnny Story 
beginning " Three English ponies tied," etc. 

ir. 

Present words in ir; as, fir, firm, sir, third, thirst, birth, 
mirth. Show that these must be marked with waves, and tied 
underneath as the sound is given. 



go POLLARD'S MANUAL. 

Present words in yr, as, myrrh. As this is the only monosyl- 
lable with yr whose meaning young pupils can be led to under- 
stand, desire them to mark it frequently. Refer to its peculiarity 
— the two silent consonants following the yr. After these "pony" 
or wave-vowels have been presented, pupils may turn to their 
Spellers and mark all the words found upon page 76, following 
this with the Reader lessons adapted to these words. Teachers 
should remember that the words in which these vowel sounds 
occur can be made as interesting to young pupils as those of the 
long and short families. Remember that it is not the inanimate 
letter that hold's the child's attention but the object associated 
with it. 



THE CIRCUMFLEX VOWELS. 

O CIRCUMFLEX. 

Make scales of o short and o circumflex, side by side. Explain, 
before pupils are permitted to sing these sounds, that the latter is 
a prolonging of the sound of the former; that lips and teeth must 
be held in the same position for both sounds. This will prevent 
their falling into the common error of making o circumflex equal 
to a Italian. Be sure to require a quick, short sound as you point 
to o short. Present on, not, hot, doll for marking. Sing up on 
o and down on or; up on or and down on o; and lastly sing up 
and down alternately; as, o, or. Refer to the ponies in the Johnny 
Story. Show, by the following words, that or is sometimes fol- 
lowed by another consonant, and sometimes by a consonant and a 
vowel. Mark, sound and tie. 



or 


form 


north 


horse 


for 


corn 


sort 


morse 


nor 


lord 


word 


worse 



SYNTHETIC METHOD. 9 1 

As you present the above words, lead pupils to see that those 
beginning with w do not belong to this or family. Tell them or, 
in these words, must not have the same mark. It will be easy for 
them to remember this. Whenever they find the word or, or any 
words where these letters are preceded by any consonant except 
w, the circumflex mark must be placed above the vowel and the 
latter tied to the r following as the sound is given. The words 
with wor must not be marked until their families are introduced. 
Present such words as north, and show that here a double tie must 
be made. First, tie the or, as you sound, and afterward tie again 
the final consonants; as, north 

Pupils will learn, from this, that words in which these vowels 
are found, must first have the correct mark placed above the vowel; 
that this vowel must be tied to its r, and, lastly, the final conso- 
nants (back-door keys) tied. • This is to impress pupils with the 
thought that the sound of smooth, or glide r, must not be separated 
from its vowel. When, therefore, any word is found in which a 
vowel is tied to r to show this blended sound, we must begin the 
marking of that word by placing the diacritical mark above the 
vowel, instead of first tying the final consonants as we do in such 
words as fond, best, etc. 

Lead pupils to see how they may distinguish between o short 
and O circumflex, by presenting comparative lists of words with o 
and or and calling upon them to mark, alternately; as, 



cob 


corn 


bond 


born 


shot 


short 


hot 


horn 


sot 


sort 


pot 


port 


mop 


morn 


cod 


cord 


spot 


sport 



As pupils may learn from port and sport that there are excep- 
tions in or, it may be well to remind them to try words ending 
in ort before they mark them in their Reading lessons. 

Also present other words for comparison; words ending in e. 

Show, by reference to these, that when r is the only consonant 
found between o and final e, the o, as a rule, may be marked long. 



92 POLLARD'S MANUAL. 

But when another consonant follows or, then we expect the or to be 
circumflex, as 

more morse tore torse pore horse. 

Mention, however, that we shall, occasionally, find words of the 
O long family in which the o is separated from e final by two con- 
sonants; as, force: so this will lead us to try such words before we 
mark them. The sense of what we read will always aid us in deter- 
mining the correct pronunciation. (Spellers, page 74.) 

U CIRCUMFLEX. 

Make scales of u short and u circumflex. Lead pupils to observe 
the similarity of the position of the teeth in the production of these 
sounds. Show that more time must be given to the latter. Sing 
up on u short and down on ur, then up and down, alternately. As 
the teacher marks each urof the scale, pupils may say "circumflex," 
and, as these letters are tied, they may give the circumflex sound. 
Let the singing of the scale be followed by the singing of the stanza 
found in the Johnny Story which refers to the sound of u circum- 
flex. 

Present the following words for marking, alternately, sounding 
u short in the first, and ur, in the second: bun, burn, fun, burst, 
sun, surf, tun, turn, stun, turf. Desire pupils to tie in your 
presence. Remind them of the double tie, when ur is followed by 
a consonant; as, burn. 

ur=or. 

Make equivalent scales ur=(w)or and show how the w 
changes the sound of or. Place the circumflex under the vowel to 
indicate this change. Refer to the ponies in the Johnny Story. 
Present words for marking: work, worm, worth, word, worst. 



SYNTHETIC METHOD. 93 

THE BROAD FAMILY. 

a BROAD. 

Make scales of 6=a. Here give a review lesson upon this 
sound. Show how it parts the rounded lips. Refer to the sign of 
equality to impress pupils with the thought that these vowels, although 
marked differently, speak alike. Refer to what has already been 
said about words beginning with war, to show that w changes the 
sound of a Italian to a broad. Present the following words in a 
column, concealing the first consonant of each that pupils may see 
they would all belong to the Italian family were it not for w; show 
that w makes little a say a, in these words: warm, ward, wart, 
warp, warn. Show that a broad must be tied to r. Let this 
drill be followed by marking, alternately, the following words : arm, 
warm, art, wart, hard, ward. 

a broad; as in all. 

Show that II final makes a broad. Place all upon the inner 
section of the Rotary and show how large a family Mr. Broad 
has. Build up words from this table of reference: 

Take all with b, c, f, g, h, p, w, st, sm, squ and thr. 

Show that Mr. Short has adopted one of these word-children 
(shall) into his family. 

alk and alt. 

Show, by presenting the following words, that Ik and It make 

a broad; also, that 1 is silent before final k but not before final 

t; as, balk, walk, chalk, stalk, calk; halt, malt, salt. Show 

that ul makes a broad; as, vault, Gault, fault, Paul, Saul, 

haul. 

aw. 

Show that, wherever the vowels a and w are found together, 
we always mark w silent and a broad. Make scales of a=aW. 
Form words upon the Rotary with aw, awl and awn. Build up 
words in aw with c, 1, m, p, r and s. Point to abroad and o 
circumflex, as you sing the following stanzas to the air of " Hold the 
Fort": 



94 POLLARD'S MANUAL. 

aught and ought. 

Show, by the following words, that when we find a or O in front 
of ught we must mark the former broad and the latter circumflex, 
after marking the three letters silent found between the first vowel 
and final t. We must remember, too, to mark out each silent letter 
separately, saying "silent 1 ' as we run the oblique line through it; 
as, oUgM, ncmght, thoUgtvt — au^ht, nafcOg^caKgrW. 
Show, also, that the proper name, Vaughn, follows this rule ; ughn, 
with another final consonant, making the a broad. Let correspond- 
ing lessons in Spellers and Readers be given as each family is 
presented. 

a HALF BROAD. 

Show, by the following words, how w changes the sound of a: 
was, wad, wan, watch, wash. Lead pupils to understand 
that, as a rule, they may place one dot under a, and give it the 
sound of o short, when wa is not followed by r„ 

e CIRCUMFLEX. 

Make scales of e short and e circumflex, and show that the lat- 
ter is a prolonging of the sound of the former. Show that, in the 
following words, er has this circumflex sound, leading pupils to 
observe that e final is silent as in words of the Long family: 
ere, there, where. Show, also, that in some words the silent 
letter is found between the circumflex e and the final r; as, their, 
pear. In such cases we must mark the vowel silent and tie the 
e to its r, gliding the vowel sound into the r as we tie; as, 
their, pej&r. 

Lead pupils to understand that the vowel sound must not be 
separated from the sound of the r that follows, and that they 
must always mark out a vowel before they place the circumflex over 
the e. This will prevent any confusion that might arise when 
words with wave-vowels are found. Require pupils to copy and 
mark these words repeatedly, sounding correctly as they tie. 
(Spellers, page 80.) 



SYNTHETIC METHOD. 95 

SIGN-BOARD WORDS. 

Give a Language Lesson on sign-board words (adverbs of 
place). Pupils may ask and answer questions in turn, bringing in 
these two words where and there each time, the teacher writing- 
questions and answers as they are given and underscoring the two 
adverbs; as 

"Where is Jane Brown? 1 ' "She is there in her seat." 
"Where do you live?" "I live just over there, by the 
church." 

the pronouns They and Their. 

Show that such words as they and their stand for name- 
words and are called pronouns. Lead pupils to see that these 
words stand for two persons or things. Point to two boys and say 
"They study their lessons," "They move their feet," "They 
turn their heads." Print they and their, repeatedly, and desire 
pupils to mark these words — the first equal to a long, the second 
to e circumflex. Point out the reason for the different markings of 
e in these words; lead pupils to observe that it is the r follow- 
ing that gives e its circumflex sound. Show that there and their 
belong to the same family; the former is a sign-board word showing 
where; the latter means to own, or possess — as, their books, their 
slates, their pens, etc. 

Pupils may fill their slates with the words there, where, and 
their and after marking each, may draw one line under the sign- 
boards and two lines under the pronouns. This drill is to teach, not 
only the pronunciation, but the orthography of these words. 

a CIRCUMFLEX. 

Make scales of are. Show that words with a circumflex, like 
those with e circumflex, always have a silent vowel. Sometimes 
final e, and sometimes the silent vowel precedes the r; as, fare, 
fair, pare, pair. If Webster's suggestion be preferred that a 
circumflex is an equivalent of ae, as in faery, require this given 
correctly. Present words with a long and a circumflex, side by 



96 POLLARD'S MANUAL. 

side. Show how re final in words of the second column tells us 
that we must mark the first vowel of each word, a circumflex. 
Point, alternately, to words in each column, that pupils may realize 
that any other consonant with e final makes the a long. After this 
has been made perfectly plain, call pupils up, in turn, to mark the 
following words: 

babe bare page pare 

fade fare tame tare 

safe care wade hare 

sale dare wave rare 



a SHORT ITALIAN 

(before ss, ff, sk, st, sp, nt, ft, nee.) 
Give the sound of this vowel and lead pupils to see that the teeth 
do not part as much as for a Italian. Suggest that they may think 
of the two dots as standing for two fingers, and the one dot for one 
finger. This is merely to call attention to the difference in the posi- 
tion of the teeth and lips as these sounds are produced. As they 
sing up and down these (aa) scales, the) 7 may measure the distance 
between the teeth. 

Also, desire pupils to sing a a a, from left to right, to the air 
("Evening Star") found on page 27 of Songs, and watch the move- 
ment of each other's lips. Daily practice in the singing of these 
sounds trains the ear, and pupils thus become critical in the pro- 
nunciation of words in which the Italian, and short Italian sounds, 
are heard. 

Before presenting words with short Italian a, talk further 
about double or like consonants. Present the following words and 
show that we may expect to draw a breve-cap over the vowel 
found in front, as soon as we have marked the right hand conso- 
nant silent: add, ebb, egg, inn, odd, off, cuff. Explain that 
this is not always the case with words in which II, ss and ff are 
the final consonants. 



SYNTHETIC METHOD. 97 

We often find words with 11 in the family of Mr. O Long and 
often ull in the family of 00 short. Because of this, we must deter- 
mine by the sense of what we are reading to which family such 
words belong; as, 

" Poll went to play with her doll, while Ned ran out to roll 
his hoop." 

"Did you ever hear a bell toll ? M 

" Do not loll; sit up straight." 

" What a dull day. Do pull up the shades and let the sunlight 
in." 

We shall learn, by marking and sounding the following words, 
that ss and ff make a say "a:" lass, mass, pass, staff, 
chaff, quaff. Do not hasten over the short Italian words. 
Present one family at a time. Show that sp, st, ft and sk are 
whispers. 

Pupils may learn the correct sound of a short Italian, by 
repeatedly marking words of this family and parting the teeth the 
proper distance as this sound is produced. Make a scale of each 
family name, in turn. Take, first, asp, but do not tie the consonants 
nor place the dot over the vowel. Sing the following to the air 
found upon the 26th page of the Songs ("John Brown's Body"), 
placing a dot over each a found at the end of a line as you sing. 
Place a dot over each a of the chorus before you begin to sing : 

A in front of sk must have the sound of a; 
A in front of sk must have the sound of a; 
A in front of sk must have the sound of a; 
/\, a, a, a, a, a> 

(Measure with one ringer to be sure of the space between the 
teeth.) 

Chorus: — A, a, a, a, a, a, a, a, a, a, a, a, 
Ask, ask, ask, ask, ask, ask. 

Tie the final consonants (lock the back door keys) rapidly as you 
sing ask. Sing very distinctly. Sing, in a similar manner, as you 



9 8 POLLARD'S MANUAL. 

present each family name. In presenting words with ant give com- 
parative lists: 

aunt ant 

flaunt slant 

taunt grant 

Mark alternately. Lead pupils to see that when nt is tied, if 
silent u be found in front, then the a must be marked with two 
dots above. But if the a is found immediately in front, then one 
dot. In presenting the ance family, mark the e silent and the 
c soft before the singing begins. While singing the chorus, tie 
nc. After marking scales of the ance family, show, by the follow- 
ing words, that nee makes every vowel short except a; as fence, 
mince, sconce, dunce. Build up other words ending in nee. 
Present this 

TABLE OF REFERENCE 

for short Italian words: 

Take ass, with 1, m and p. 



u 


asp, " 


g, h, rand gr. 


u 


ast, " 


c, f, m, p and 1. 


a 


aff, » 


ch, st and qu. 


a 


aft, " 


sh, dr and gr. 


a 


ant, " 


p, Gr, si and ch 


u 


ance, a 


d, pr, gl and tr. 



S7NTHETIC METHOD. 99 

SHORT VOWELS. 

Give a review lesson upon words ending in dge and ten; as, 
badge, match. Show that two consonants are found to follow 
the vowels contained in each word. For this reason they do not 
come under the rule for the long vowels. 

Explain that d is always silent when followed by ge, and t 
when followed by ch. Give reasons for this. When we sound 
soft g, the tongue first presses the hard palate just as it does when 
we sound d. If, therefore, the d were not silent, the word would 
be bad-ge. It is the same with ch. The sound of t is contained 
in the ch-whisper, and, if the t were not silent, the word would be 
mat-ch. Show by the following words, that, with the exception 
of words in ance and ange, all vowels must be marked short 
when followed by dge, tch, nch, nee and nge: 



edge, 


etch, 


wench, 


fence, 


hinge, 


ridge, 


hitch, 


inch, 


wince, 


singe, 


dodge, 


notch, 


pinch, 


sconce, 


cringe, 


budge, 


Dutch, 


lunch, 


dunce, 


lunge. 


(Spellers, page 


83.) 









Make a separate lesson of each column of words. Show, first, 
that j=g=islg&t are equivalents and that d must always be marked 
silent in front of ge; secondly, that t must always be marked silent 
in front of ch. In marking such words as lunch, tie the last 
three consonants. Tell pupils they will always know they are 
to mark any vowel short (except a) as soon as nch has been 
tied. In words ending in tch, they must remember, first, to tie 
and sound ch; next, mark t silent, and lastly, to mark the vowel 
short. Let this general rule guide pupils in the marking of words 
in which a is not found. 

Rule: — When the first or only vowel of a word is followed 
by two or more consonants mark it short, if the first of these con- 
sonants be not r; as, fence, hinge, dunce. 

Show, by illustrations, that in this, as in other rules, exceptions 
are found in a, as strange; in i, as bind; in o, as roll; in u, as 
full. 



ioo POLLARD'S MANUAL. 

THE PRINCIPAL SHORT FAMILIES. 



ab 


am 


ap 


agr 


ad 


an at 






em 




eg 


ed 


en et 




ib 


im 


ip 


ig 


id 


in it 




ob 




op 


og 


od 


ot 




ub 


um 


up 


ug 


ud 


un ut 




ack 


and 


angr 


ank 


ash 


amp 




eck 


end 






esh 


emp 


esk 


ick 




ing- 


ink 


ish 


imp 


isk 


ock 


ond 


ong 






omp 




uck 




ung 


unk 


ush 


ump 


usk 


atch 


ax 












etch 


ex 


elm 


ell 


ess 


ent e 


It 


itch 


ix 




ill 


iss 


int il 


It 


otch 


ox 






OSS 






utch 










unt 












adge 






est ench 


eft 




edge 


enge 


ence 


ist inch 


ift 


iff 


idge 


inge 


ince 


ost 




oft 




odge 






ust unch 




uff 


udge 


unge 


unce 








x=ks. 









When x is the final consonant of a monosyllable, leave it 
unmarked; as, tax, sex, fix. 

x=gz. 

When x precedes a, e, i, o, u, or the aspirate h, in an unac- 
cented syllable, make it an equivalent of gz; as, exact, exert, 

exist* exhort, exude. 

*=ksh. 

Make x an equivalent of ksh, when it is followed by io in an 
unaccented syllable; as, noxious, flexion. 

x=z. 

When x is the initial consonant of a word or syllable make it an 
equivalent of z; as, xebec, Xerxes, 

THE LETTER y. 

Give additional drill upon this letter. Remind pupils that it is a 
consonant when it begins words;— as, yam, yes, you, your, 



SYNTHETIC METHOD. 101 

youth; but that, in all other positions, it follows the rules governing 
the vowel i. When not followed by r 3 in four and five letter words 
which do not end in e we mark y short; as, myth. When followed 
by r we place a " wave" 1 above it, and sound as we tie to the 
consonant; as, £r> 

When y is the only and final vowel of a word, mark it long; as, 
my, thy; also, when followed by e final mark it long; as, dye, 
lye. 

Show this word aye to be an exception; in it we find both 
e and y silent and a long. Print and mark this word ten times 
that you may remember it is B.y^. Present the word ay and 
show that it, also, is an exception. Although y follows a vowel 
and is the final letter, we mark it short and the a Italian; as, ay. 
Pupils may be led to. remember this, also, by printing and mark- 
ing. After both words are made familiar, explain the difference 
in their meaning. The word belonging to the Long family (aye) 
means always, while the other means yes. Sailors say "Ay, ay," 
instead of "Yes, yes.'" Present the word eye as an exception; 
a word composed of three vowels. Mark y long, and the e pre- 
ceding and following it, silent. 



When i is an equivalent of consonant y we must mark it with 
an inverted breve (raise an umbrella over it). It is only marked 
in this way when it begins an unaccented syllable, and is followed 
by a, e or o; as valiant, spaniel, onion. 

Make equivalent scales. Lead pupils to understand that, in all 
four and five letter words, the sound of ph equals f. It will help 
them to remember this if they will draw a line through these letters 
whenever they are found together, whether at the beginning or at 
the end of a word; as, Ral^k, -p&ase. When ph final follows a 
consonant, the line should first be drawn through these letters to 



io2 POLLARD'S MANUAL. 

make them equivalents of f , and afterward the consonant in front 
should be tied as the back-door key is sounded; as, Ralp+K 

We shall rind many exceptions in this family — words that look 
as though they should belong here, yet do not. In such cases we 
must mark the same word repeatedly, in order to fix it in our 
memories. In words where ou precedes gh final, as a rule, run a 
line through gh to make it an equivalent of f and mark the u 
silent. Do this without regard to the sound of the vowel found in 
front; as, laU^+b cou^h. 

Make scales and present the words dough and though and 
show that, although they look exactly like those we have been 
marking, they have three silent letters and are found in the family of 
Mr O Long. There is one other word in which three silent letters 
are found — through. We must class this with the family of oo 
long. It will help us to remember, if we think that little o shivers 
and says u o" because she is so near the cross dog that says " r. 11 

Again, we shall rind more words with ugh. These belong 
to the U Long family and have the gh silent; as, Hugh, Pugh. 
Of course we can not mark u silent here, because it is the only 
vowel of the word. As soon as we learn the different families 
to which these words belong we shall remember when to make 
gh equivalent to f and when to mark ugh silent. We shall, 
also, be able to write them correctly when we hear such words 
spoken. 

Desire pupils to make a line of words of the Long family, 
placing dough and though among them; as, go, so, no, 
dough, though: also, a line of words in which oo long is 
found; as do, two, spoon, through. 

U SILENT. 

In monosyllables when a, e or i is preceded by gu, mark u 
silent; as, g'U.ard, gUest, gXide. Show that sucli words do not 
obey the rule, because the right hand vowel is sounded, while the first 
vowel is silent. The word Gttelph is an exception. 



SYNTHETIC METHOD. 103 

sh = ch- ch=tch; -eH=k. 

Present words to illustrate these sounds: (1.) ch, as chaise; 
(2.) ch tied, as wrernch, clinch; (3.)-etw, as^ehrism, chrome. 
Show, by marking these words, that when we do not tie ch we 
must mark the h silent and the c hard. 

b SILENT. 

Mark b final silent after m; as, lamb, limb. 

mpt. 

Mark p silent when found between m and t; as, prompt. 



COMPOUND WORDS. 

Desire pupils to copy, mark and pronounce the following com- 
pound words, giving you their reasons for marking. Print these 
upon the board for this purpose: cab-man, bell-boy, out- 
house, cow-bell, noon-tide, tell-tale, mill-stone, hemp- 
seed, bon-fire, pay-day, school-boy, play-thing, stove- 
pipe, ware-house, grand-sire, scare-crow, gas-light, 
birth-day, grass-plot, sea-gull, turn-pike, sun-shine, 
tooth-ache, fir-tree, oat-meal, snow-drop, work-shop, 
rain-bow, foot-path, salt-box, blue-bird, cord-wood, 
corn-crib, cart-wheel, horn-pipe, hen-coop, ant-hill, 
path-way, coach-man, rail-road. 



104 



POLLARD'S MANUAL. 



WORDS WITH EQUIVALENT SOUNDS. 

Present lists of words, with equivalent sounds, for marking; as 
best chest says said 



on 


log 


fox 


was wash 


sit 


pin 


been 




cook 


could 


pull 




moon 


poor 


move 


through true grew 


cur 


worth 






birth 


myrrh 


were 




bun 


son 


come 


done 


morn 


caught 


salt 


walk warm draw 



DISSYLLABLES. 

Do not divide -words into syllables ; speak of them as words in 
two pieces. Lead pupils to understand that all the words thus far 
presented have been of one syllable, and that .the rules given for the 
marking of these (with the exception of some in ed) apply especially 
to monosyllables. Pupils may repeat after the teacher the following 
words, giving the falling inflection: bell, stove, chair, wall. 
(If they fail in the falling inflection, ask them to bow their heads as 
they pronounce each word.) 

And now these words: baby, cradle, window, apple. 
Point out the difference; the latter are words of two syllables — 
words in two pieces. Here show pupils, by illustrations, how 
impossible it is to pronounce words in two pieces with a single 
impulse of the voice. This makes it very easy for them to recognize 
such w T ords. Lead them to understand that if we mark words 
aright and place the accent marks correctly, the true pronunciation 
must follow. Our next step leads us to speak of accent. 

Explain to pupils that these parts or pieces of words are called 
syllables; that we must not pronounce both syllables with the same 



SYNTHETIC METHOD. 105 

accent. In the first, the voice rises a little and falls in a wave 
accent, making it seem as though we gave this syllable more force; 
as, baby. Bear in mind that the rules and directions, thus far, were 
applied especially to monosyllables. In introducing longer words 
we shall find that the syllables comprising these, in many instances, 
follow the same rules; yet pupils should be prepared, gradually, to 
expect more exceptions hereafter. 

In dis- as in monosyllables, we present families of words. We 
will first take the family of ing, and show, in the words which 
follow, that, in a general way, syllables are governed by the same 
rules as the monosyllables we have learned. Explain the meaning 
of the following 

Rule: — In syllables of two, three and four letters, ending in single 
consonants, mark the vowel short, except when it is followed by r. 

(Here refer to syllables in which a is preceded by w or fol- 
lowed by r, w, II, Ik, ss, ff, etc., and lead pupils to observe that 
these consonants and the vowel w affect its sound just as they did 
when they preceded or followed this vowel in monosyllables; as, 
wanting-, farming*, pawing, calling, walking, passing, 
quaffing.) 

THE ing FAMILY. 

Give the following drill that pupils may remember to mark the 
vowel short when the syllable ends in a consonant, but long, if the 
vowel is its final letter: 

ab ba ad da ag ga am ma 
an na ap pa at ta eb be 
ed de ef fe en ne et te 

Show, also, that if a vowel constitutes a syllable by itself it must 
be marked long; as abl^, i^J^. 

Make scales of ing and ting. Sing up and down after pupils 
have marked these syllables. Remind them that ng final made the 
i, found in front, short in the monosyllables they marked. Require 
distinct articulation as these scales are sung. Refer to the nasal 
sound of n ; also, to the fact that g must not be marked above when 



106 POLLARD'S MANUAL. 

ng final is tied. Pupils may copy and mark these scales, and thus 
lead the eye to recognize the syllables ing and ting" before the 
marking of dissyllables commences. 

Refer to the effect of double consonants upon the vowels 
preceding them. Show that we expect to mark such vowels short. 
Speak of the exceptions given for monosyllables (II, ss and ff). 
Lead pupils to see that they place the breve over the first vowel, 
because it is found in front of double consonants. Show, also, that 
the silent letter belongs to the last syllable. 

ACCENT. 

Ride for Accent: — Place the accent in front of the syllable 
containing the family name. 

Present the following words for marking: matting, hopping, 
bedding, humming, letting, cupping, lagging, running, 
hitting, pressing, stuffing, cunning. 

Call pupils, in turn, to the board, to tie and mark the above 
words. Pronounce the word as the accent mark is drawn. There 
should not be an instant's hesitation in pronouncing dissyllables. 
If the previous drill upon monosyllables has been thorough, pupils 
will recognize the first syllables of the former words at sight. The 
marking of the family name ing need not be continued after pupils 
can recognize it by sight. 

Call pupils up, in turn, to mark and place the accent mark over 
the following words before pronouncing them : banding, hacking, 
banging, banking, standing, stacking, hanging, sinking, 
ending, decking, ringing, linking, mending, kicking, 
singing, winking. 

Refer to the difference in the sound of the vowels preceding 
nd; show that a and e are short while i is long, and thus lead 
pupils to realize that these first syllables follow precisely the same 
rules as did monosyllables; that these words of the ing family are, 
indeed, made from words of the Short family, with the exception 
of binding, finding, etc. Show also, by the following dissyllables, 
that words of the Long family are changed into the family of ing 



SYNTHETIC METHOD. 107 

by dropping the final e of the primitive word and adding ing: as n 
skating, taming, pacing, taking, biting, chiming, racing, 
making, voting, timing, raging, boring, doting, tuning, 
paging, writing. 

Pupils will remember that final e is marked silent in all the 
words of the Long family. Now, the only difference, where ing 
is added to the primitive word, is that this vowel is left out 
altogether . We must, however, remember that it was there before 
these words came into the ing family, and, for this reason, the first 
vowel of such words must be marked long. No confusion can 
arise, if pupils will mark the first vowel long when it is found in 
front of a single consonant; but short, if in front of double con- 
sonants. 

Give a review drill in monosyllables with the equivalent vowels 
ai, ea, oa, ou and ee before you introduce other families of ing, 
thus showing that the same rules for marking are to be observed. 
(Place the accent mark in front of the family name.) 

failing, reading, roaring, seeing, 
railing, speaking, soaring, sleeping, 
sailing, reaping, pouring, creeping. 

st and ste. 

Show, by presenting paste, taste, waste, and marking the 
first vowel long (before e final is erased and ing added), why 
a is long when followed by St. Explain that it is because these 
words belonged to the Long family before they joined the family 
of ing; that it is st final that gives a its short Italian sound 
and not Ste. Follow this drill by marking similar words in 
Spellers and in Readers. 

NAME-WORDS AND ACTION-WORDS. 

Show that both kinds of words are found in the ing family. 
If, from previous drills, pupils have been made familiar with 
action-words of the present and past tenses they will be led to 
distinguish readily between the two in words ending in ing. Print 



108 POLLARD'S MANUAL. 

matting and netting. Mark these words and call upon pupils 
to pronounce them. Lead them to recognize them as name-words. 

Desire Ben to run, and then say " Ben is running." Ned may 
hop; after which say "Ned is hopping." Let pupils devote ten 
minutes to doing what you suggest, and thus lead them to see 
that these words which mean action are made by adding ing to 
an action-word. They will thus be ready to realize later how 
closely the participle is related to the verb. 

Remind pupils of the little watches, d and ed, that determine 
when words are of the past tense (^when the action was done in 
past time), and tell them that they may think of the ing found 
after an action-word as of a little watch that shows present time; 
as, "John is walking" means that he is walking now) "Jane is 
talking" means that she is talking now. How would it sound to 
say "Ben is hopping yesterday or to-morrow? " Hereafter, let us 
try to tell, from the sense of what we are reading, whether words 
of the ing family are name- words or action-words. If we come 
to matting or netting, we know these are name- words; but, if 
we find skipping, running or jumping in the lesson, we know 
that our feet must move; therefore they are made from action- 
words. 

After marking the ing words in their Spellers, pupils may 
underscore any familiar name-words and point out the words that 
signify action. Desire pupils to pronounce such words as running, 
skipping, hopping in a quick, cheerful way. Let the meaning 
of the word guide them in the natural expression of it. Drill upon 
such words as hush, hark, softly. Place upon the board a 
column of words of the Short family: as fan, pin, tack, stand. 
Prove that these are name-words by pointing to each object. Show, 
also, that these are not always name but sometimes action-words. 
Say: "I have a fan. Let me fan 3 t ou. This is a pin. Let me 
pin your dress. I found a tack. Let me tack the carpet." Lead 
pupils to tell w T hen such words are name and when action-words, as 
they occur in their Readers. Refer to them simply as name and 
action-words. Show how these words may be changed into words of 



SYNTHETIC METHOD. 109 

the ing family. When the word ends in a single consonant, double 
this in front of ing; as, fanning - , pinning. When it ends in two 
consonants, merely add ing; as, tacking, standing. 

THE le FAMILIES. 

Make a scale of le and sing up and down, holding the tongue in 
the same position throughout the singing. First show that all 
words ending in le belong to one of these families, and that, as in 
the Long families, the final e is always silent. Present, first, words 
with double consonants, reminding pupils to mark the vowels short 
found in front of these. Show, also, that the silent consonant 
belongs to the last syllable. Mark from right to left, and pronounce 
as you draw the accent mark: apple, paddle, saddle, raffle, 
babble, ripple, settle, scuffle, cattle, tussle, kettle, 
shuffle, bottle, muzzle, fizzle, dazzle. 

After marking and pronouncing these words, pupils may repeat 
them for the practice. Let the sound of the I be short and distinct. 
Ask if it would sound well to say paddul, saddul, Call pupils 
up, in turn, to draw lines under the name-words. They may speak 
the words that denote action. Explain how a brook babbles 
(Spellers, page 87). Give drills upon these sounds, being sure that 
not a -particle of vowel sound slips in between the consonants; 
avoid bul, pul, ful, &c: 

bl pi fl gl kl tl dl 
Tie, to show that these consonants speak together. Here explain 
that there are different families of le:that they may be distinguished 
by the consonant in front of le; as, 

ble, cle, die, fie, gle, kle, pie. 

If pupils have been made familiar with the keys of monos} r llables 
they will readily recognize the same in dis- and trissyllables. As no 
such keys have been found as vl, wl or yl, they will see, at once, 
that such letters must not be tied. 

No confusion need arise in marking. Pupils should be led to 
look at the last two letters of the word. If these be le, they will 



no POLLARD'S MANUAL. 

know final e must be marked silent. If the two consonants pre- 
ceding the 1 are not alike, tie the consonant nearest the I to this 
letter, to form the key of the second syllable and thus find to which 
of the le families the word belongs: as, in sample; if we mark e 
silent and tie pi for the key of the second syllable, we say that 
this word belongs to the u ple family." In able, we find by tying 
the key that this word belongs to the a ble family. 1 ' After thus 
learning the family names, pupils should be led to see that the letter, 
or the letters left in front, constitute the first syllable of the word. 
Also, if this first syllable end in a single consonant, its vowel must 
be marked short; if in a vowel, the latter must be marked long; 
or, if double consonants follow the first vowel, it, of course, must 
be marked short. 

Conceal with the ringer the second syllables of the following 
words, that pupils may see that the first syllables follow the rules 
that govern monosyllables: ample, dimple, table, title, 
bugle. After tying the keys in the above words, call upon pupils 
to give other words found in the same families; as all the words that 
can be found in the four families of pie, ble, tie and gle. 

Teachers should remember that words must not be presented 
upon the board, divided into syllables separated by hyphens. It is 
not thus they are found in Readers. Pupils must be instructed how 
to mark the syllables, and, afterward, where to place the accent. In 
dissyllables ending in ing and le, the simple suggestion to place the 
accent in front of the family name is enough to lead pupils to accent 
such words correctly. (Spellers.) 

u=6u 

Make scales of u and ou and sing; after which present the 

words double and trouble. Lead pupils to see that in all words 

of the le family, the second syllable must begin with 1 or with the 

key of which it is a part. 

kle and gle. 

Present the following words to show that n equals ng before 
k and its equivalent c; also before g hard: 

ankle, uncle, bangle, single, bungle. 



5 TN THE TIC ME THOD. 1 1 1 

Lead pupils to see, by tying their keys, that these words belong 
in the families of kle, cle and gle; that} although a line must be 
drawn under n (as in monosyllables with nk), we must never tie 
across syllables. Pronounce the above words to prove this ; show 
that our organs of speech tell where syllables should be divided; 
that we do not say "ank-le" but "an~kle," not "sing-le" 
but "sin-gle." Give special drills upon the pronunciation of such 
words after they have been marked in the Spellers. 

As a rule, in dissyllables n equals ng when it is followed by k, 
c, q or g; as, ankle, anger, uncle, conquest. There are, 
however, exceptions in ng; as, singer, wringer. When ng 
ends the first syllable, we tie. When the g belongs to the second 
syllable, we draw a line under n and mark the g of the second 
syllable hard. 

THE y SHORT FAMILIES. 

As a rule, y final, in unaccented syllables, equals i short; as, 
jelly, putty, happy, buggy, etc. Pupils may, therefore, expect 
to place a breve over y final in the dissyllables presented in the 
Spellers for this purpose. 

ry and row. 

Show by comparison, how rr makes a Italian, u circumflex and 
all the wave vowels short. Point out the vowels found in front of 
rr in the following dissyllables and show that all must be marked 
short: mar, marry; tar, tarry; fern, ferry; born, borrow; 
sort, sorrow; worm, worry; cur, curry; hurt, hurry; burn, 
burrow. Err and burr are exceptions. 

Show that in worry, o is an equivalent of u short. (Spellers, 
page 90.) 

THE er FAMILY. 

Make scales of u— 6 and sing. Present these words for pupils 
to mark: other, mother, brother, feather, leather. Place 
the inverted breve under the e in final er to show that, in unac- 
cented syllables, e has its obscure sound. Contrast mother, 
brother, &c, with prefer, defer, and show, when er final is 



ii2 POLLARD'S MANUAL. 

found in an accented syllable, the wave must be placed above 
the e; that when th is found between two vowels, as 
other, a line must be drawn through these consonants to show 
that they are voiced; that when ar, er, ir, or and yr are final 
unaccented syllables they must be marked as equivalent sounds; 
as, collar, ladder, fakir, tumor, murmur, satyr. A few 
exceptions may be found to the above rule. . (Spellers, page 91. ) 

THE QUIET FAMILY. 

(sh=s=c=t=x=:ch.) 

. . . . , w 

In presenting these equivalents say: ''Whenever we wish to 
indicate that these consonants have the sound of sh, we place a dot 
under them. You may think this dot stands for mamma's finger, 
when she says, 'sh! the baby is asleep.' So, whenever we find a 
syllable beginning with this sound, we say it belongs to this quiet 
family. But how are we to know when to place the dot under? 
Let us first take words of one family — the family of tion. When- 
ever we find t in front of io in the same syllable, we place a dot 
under this consonant, and sound sh. Next, we always mark the 
vowel following this dotted consonant silent; and, lastly, we make 
the o equal u. We mark this syllable from left to right that we 
may remember about the dotted consonant and the silent vowel 
following it, and then sing this family name until we know it per- 
fectly. In marking tion say ',sh, silent, 6,' and then pronounce 
tion and thus show that it equals shun. 

Make scales, tion — sion=shun, and call pupils up to mark, 
in turn, after which sing up and down. Leave these scales and 
build up words showing that if a consonant is found in front of 
tion the vowel of the first syllable must be short, but if a vowel, 
the latter must be marked long. 

Place the accent upon the syllable in front of the family name. 
Call pupils up to mark the following words of the "tion family": 
action, friction, suction, auction, mention, nation, 
ration, station, notion, motion. (Spellers, page 92.) Point 



STNTHE TIC ME THOD. i 1 3 

to the letter C in action and sing with pupils the stanza in the 
song beginning "Finding no letter after C 7 ', and explain that in 
these words this means when c ends the syllable and not the word. 
Show that words ending in cious follow the same rule: that 
C equals sh, i is silent, o equals u short and u silent; as gracious? 
spacious, precioHS- After the board-drill, pupils may copy and 
see if they can mark these words without assistance. Show that 
the syllable pre, in precious, does not obey the rule, as here the 
e is short. Show further, that ea, ia, ie and eous, must have 
the consonants preceding them dotted to show the sh sound; as? 
OC^an, social, ancient. Explain that obscure a is frequently 
found in words with dotted consonants; as, ocean, social. 

a OBSCURE. 

Mark a obscure in the following words: around, about, 
amidst, among. In this connection give the Reading Lesson 
adapted to these words. An obscure sound is easily determined. 
Try other sounds of the vowel; if the pronunciation be not correct, 
try the obscure sound — as, furnace. Try a long and a short; as 
it is neither furnace nor furnace, it must be furnace. Dwell 
upon these obscure sounds in teaching the dolled consonanls-^they 
occur so often in the unaccented syllables cean, cian, cial. Point 
out the difference in the marking of these from the marking of 
other words or syllables. In the latter we mark out the right hand 
vowel, but in syllables where the dotted consonants are found we 
mark the first vowel silent. Show, also, by marking, that the 
unaccented syllables ace, ase, age have a obscure; as, solace, 
purchase, image. Explain to advanced pupils that the rule 
for marking out the vowel that follows a dotted consonant applies 
only where the cia, tia, or ceo us is found in the same syllable. 
When these letters form separate syllables, this vowel can not be 
marked silent because it is necessary to the formation of the 
syllable in which it is found; as, Crustacea, pronunciation. 



ii4 POLLARD'S MANUAL. 

w=-tt 

Show that u equals w in unaccented syllables beginning with g", 
when this vowel is followed by a, e, i or o; as, language, 
anguish, linguist, languor: also, in some words whose unac- 
cented syllables are preceeded by q; as, liquid. (Show liquor 
to be an exception.) Show, by presenting such proper names as 
Dwight, Dwyer, that w is a consonant when it helps form the 
key of a word. 

U AND U. 

In presenting dissyllables with u long and u=db, review what 
was formerly said about these sounds. Print upon the board for 
daily reference bu, cu, du, f u, gu, hu, ku, Iu, mu, nu, pu, su, 
and vu; also, ru, chu and yu. 

Present the following words to show the different sounds of the 
vowel: bugle, duty, fury, tumid, stupor; ruin, rumor, 
fruitage, truism, druid. Give daily drills upon such words as 
Tuesday, tuneful, duty. Show, also, that in some words s 
equals zh. Make scales of zh=S=z. Explain that two dots 
must be placed below s when these consonants take the sound of 
zh; as, pleasure, azure. 



SUGGESTIONS FOR REVIEW. 

After all the words in the Primary Speller and the Synthetic 
First Reader have been made perfectly familiar, a pleasing exercise 
for pupils is the grouping of words in accordance with their- sounds. 
This should be done without the assistance of the teacher. 

Ask for a list of ten words with a long, only two of them alike; 
as, came, fade, pain, rain, day, pay, they, whey, weigh, 
neigh: for eight words with o long; as, more, pore, roar, 
soar, pour, four, toe, foe: for five words with "wave vowels"; 
as, her, berth, sir, firm, myrrh: for four with circumflex e; as, 
there, where, their, wear: for four with circumflex a; as, fare, 



SYNTHETIC METHOD. 115 

fair, pare, pair: for six with o circumflex; as, or, form, for, 
corn, nor, north: for six with a broad; as, wart, warm, talk, 
halk, all, fault: for ten dissyllables ending in ing: for ten ending 
in le: for ten ending in tion: for ten ending in ry. 

As each list is read from the slates, desire pupils to give their 
reasons for the markings: as, a is long in came, because the word 
ends with e and has a single consonant between its two vowels; C 
is hard because it precedes a. Pupils who have had one year's 
instruction in synthetic reading should be required to bring lists of 
words in which the second syllables are accented; as, contain, 
retain, abstain, &c; also, words in ail — as, prevail, assail, 
&c; words in er — as, refer, deter, &c; words in which er and 
ur occur as first syllables — as, sermon, curtain, &c. 

Write daily, upon the board, twenty words, each containing a 
different vowel sound. Desire pupils to copy and mark these, and 
write out their reasons for so doing; as, 

" speaking," a word of the ing family;" 

"ea is an equivalent of e long. I therefore mark a silent and 
e long;" 

" sp is the key, hence I tie;" 

" I accent the first syllable because. I find it in front of the family 
name." 

Desire pupils to select words from their Reading lessons for 
grouping and marking. 

Explain (1.) that shew and beau must be classified with the 
O long words. 

(2.) That dew, few and beauty belong with such words 
as tune, pure and duty. 

(3.) That lose, move and drew are placed in the list with 
food, moon, etc. 

(4.) That put, pull, bush and could are classed with 
cook, took, etc. 

It becomes not only easy, but pleasant work for pupils thus to 
group words in accordance with their sounds. The "marking" of 



n6 POLLARD'S MANUAL, 

words develops the reasoning faculties; their grouping, teaches 
comparison. 

Do not give oral spelling lessons in connection with the Reading 
lessons. Do not require pupils to use the names of the letters for 
spelling and their sounds for pronouncing the words. Wait until 
they can pronounce readily all of the " a short words " found in 
the Spellers before you desire them to reproduce these words from 
dictation. Remember that the orthography of every word they 
"mark" is impressed upon their memories; that they learn, un- 
consciously, to spell while learning to read. 

It is very necessary that sufficient time be devoted to the 
marking of words. This is, unquestionably, time well spent. Every 
line traced develops thought. It teaches the child to reason. Every 
mark and dot have their significance. When asked for an explanation 
of their marking they reply, naturally: "I tie those letters to show 
that they speak together; " or, "I mark out that letter because it 
never speaks at the end of a word;" or, "I place two dots over 
that vowel because I found r right after it." 

The same word is often repeated in the Spellers. This is 
done that pupils may have the opportunity of marking and pro- 
nouncing it frequently. It is very desirable that exceptions be 
dealt with in this way. When a line is drawn under a word in 
the Spellers, the teacher should print this word upon the board 
and show pupils how to mark it, after which desire them to print 
and mark it ten times; also to inclose each word in a circle (shut 
it up by itself), because it does not obey the rule. 

Primary teachers must remember that the following rules have 
been arranged for pupils of all grades. The rules to be used by 
first grade pupils must be presented as reasons, and only used as 
such in reply to the teacher's question, "Why did you mark thus 
and so?" 



RULES 



RULES. 



Following will be found general rules and directions for the 
marking of letters, arranged for pupils of all grades. 

THE MARKING OF VOWELS. 

a (short). 

Mark a short in two and three letter words ending in single 
consonants, except such as begin with w or end with r (exceptions, 
wax, wag"); also, when followed byck, nd, ng nk, sh and tch; 
as, tack, band, sang, rank, sash, match. 

-€b=e (short). 

Make a equivalent to e short in such words and syllables as 
said, says, any, many, again, against. 

a (obscure). 

Mark a obscure when found alone, either as a word or a syllable ; 
as, a top, around. 

a (long). 

When any single consonant except r separates a from e final, in 
the same syllable, mark the e silent and the a long; as, babe, lace, 
fade, lame, pane, late, maze; exception, have. Exceptions 
to the above rule are found in the unaccented syllables, ace, ase 
and age, where a must be marked obscure; as, furnace, 
purchase, image. 

As a rule, when two vowels are found together (except in proper diphthongs) mark the 
former long and the latter silent. 

Where a is followed by nge, mark it long; as, range, strange. 

ay=ai=a. 

Make ay and ai equivalents of a long; as, pay, laid. In 
syllables whose only and final vowel is a, mark this vowel long; 
as, baby, lady. 



120 RULES. 

a=o (short). 

Make a an equivalent of o short when it follows w and is not 
followed by r; as, was, wan, wad, wash, watch, wand; 
exception, want. 

a (circumflex). 

When a is separated from e final by the consonant r, mark 
the e silent and the a circumflex; as, bare, hare, pare- 
When a is followed by ir, mark the i silent and the a circum- 
flex; as, fair, hair. 

a (obscure). 

In unaccented syllables, mark a obscure, when ar is an equi- 
valent of er; as, collar, friar. 

"a (ITALIAN). 

Mark a Italian before r, and r with another consonant; as, 
car, farm, cart, barn, park, card. Exceptions are found 
where ar is preceded by w; as war, ward, warn, etc. 

Mark a Italian before 1m, If and Iv; as, calm, half, halve, 
salve, etc.; also, before th and before un with another consonant; 
as, bath, path, aunt, haunt, laundry, launch, haunch, 
etc. In the words can't, sha'n't and laugh, mark a Italian. 

a (SHORT ITALIAN). 

Mark a short Italian (one dot over) before SS, sk, sp, st, ff , 
ft, nt, and nc; as, pass, ask, last, asp, chaff, shaft, grant, 
dance, blanch, etc., except where w precedes a; as, want, 
wasp, wast. 

a (broad)=6 (circumflex). 

Mark a broad before w, 11, Ik, Id, It, ub, ul and ught; as, 
law, paw, hawk, fawn, tall, talk, bald, salt, daub, haul, 
caught: also, when w precedes ar; as, warm, wart, etc. 

a=e (long). 
Make a an equivalent of e long; as, quay. 



RULES. 121 

B>i=i (short). 

Mark ai as an equivalent of i short in such unaccented dissylla- 
bles as fountain, mountain, etc. 

e (short). 

Mark e short in two and three letter words or syllables ending 
in single consonants, except such as end in r; as, met, ten, wet. 

Mark e short when followed by two or more consonants the 
first of which is not r; as, peck, send, length, bent, kept, test, 
left, bench, bless, stretch, mesh. 

e (obscure). 

Mark e with an inverted breve to indicate its obscure sound; 
as, the: also, in the unaccented syllable er; as, mother. 

§(long). 

In monosyllables when any single consonant separates e from e 
final, mark the latter vowel silent and the former long; as, here, 
cede, mete. 

Show that the following words are exceptions by marking the 
first e circumflex: there, where, ere; also, that were is an 
exception, by placing a wave over the first vowel. 

e— =a. 

Make e an equivalent of a long before ign, igh, and, in some 
words, before y; as, feign, weigh, freight, they. 

e=i 

Make e an equivalent of i short; as, been, English. 

er. 

Mark e wave when followed by r; as, her, berth. 



>u=u 

Mark ea silent where eau equals u long; as, beauty. 



122 RULES. 

eau=5 
Make eau an equivalent of o long in beau, flambeau. 

ew=u. 

Make ew an equivalent of u long when these vowels follow 
any consonant except r, ch, sh, or y; as, dew, few, hew, mew, 
new, pew, stew. 

ew=db 

Make ew an equivalent of oo long when these vowels follow 
r, ch, or y ; as, drew, chew, yew. 

ew=6 

Make ew an equivalent of o long when preceded by Sorsh; 
as, sew, shew. 

en. 

When the liquids 1, m, n, r are followed by en final in an 
unaccented syllable, mark the e short; as sullen, flamen, linen, 
barren: also, after ch; as, kitchen. 

When en final follows d, k, p, s, t, v, x, sh and th, mark the 
e silent; as, maiden, shaken, ripen, bitten, driven, lessen, 
woven, waxen, freshen, heathen. (Chicken is an exception 
to the above.) 

el. 

When el final follows u or ew long, mark the e short; as, 
cruel, jewel: also, after b, c, d, p, n, ss and, sometimes, v; as 
rebel, parcel, model, gospel, panel, tassel, level. 

i (short). 

Mark i short in two and three letter words ending in single con- 
sonants, except such as end in r; as, sip, rim; also, when followed 
by two or more consonants, the first of which is not r (ck, ng, nk, 
nt, st, th, ss, ff); as, sing, pick, ink, mint, mist, with, hiss, 
stiff. Exceptions are found where i is followed by nd, Id and nt; 
as, find, mild, pint. 



RULES 123 

i (long). 

In words where a single consonant separates i from e final, mark 
the e silent and the i long; as, bite, fine, fire; exception, give. 
Mark i long before nd and Id; as, bind, mild; exception, wind, 
gild. 

When i is the only vowel and final letter of a syllable, mark it 
long; also, in the words ending in ie and the pronoun I; as, idle, 
bible, tie, vie, I. 

i*=e (long). 

Mark i with two dots over when it is followed b} f que; as, 

pique, clique. 

in. 

When in final is found in an unaccented syllable, mark the 

i short; as, robin, pippin, Latin, vermin, muffin. Exceptions 

are found in cousin, raisin, basin. 

il. 

When il final is found in an unaccented syllable, mark the i 
short; as, pupil, stencil, tonsil, peril, vigil, civil. Exceptions 
are found in evil, devil, weevil, where i is silent. 

o (short). 

Mark o short in two and three letter words ending in single con- 
sonants, except such as end in r; as, on, hot; exception, oh: also 
short when followed by two or more consonants, the first of which is not 
r; as, pond, lock, song, lost, font, toss, scoff, botch, bosh. 
Exceptions are found where o is followed by n, st, Id and 11; as, 
son, most, cold and roll. 

(long). 

In words where a single consonant separates o from e final, mark 
the e silent and the o long; as, cone, rove, pore. 

6=u (short). 
Exceptions to O short are found in son, ton and won ; to o long, 



i2 4 RULES, 

in come, some, done; and in many words of the ove family, as 
dove, love, etc. 

oa.=o§=§o=6. 

Mark o long in words and syllables with oa, oe and eo; as, 
roar, foe, yeoman. 

Mark O, and o before h, long; as, O, oh. 

PROPER DIPHTHONGS. 

ow=ou oy=oi. 

Tie proper diphthongs. Place no mark above these vowels; 
as, cow, frown, out, south, boy, oil. 

o=6w,=6fc(. 

Mark the w and the u silent in words where ow and ou are 
not proper diphthongs; as, tow, pour, dough, pillow. 

6p=6W=u (short). 

Place one dot over o and mark w silent in words where ow 
equals u short; as, bellows, gallows, flood, blood. 

o=i (short). 
Make o an equivalent of i short; as, women. 

do (short). 

Mark oo short when these vowels are followed by k or pre- 
ceded by w; as, book, wool, &c. 

q—ob (short). 
Make o equivalent to oo short; as, could, would, should. 

do (long). 

Mark oo long when these vowels are not followed by k or 
preceded by w; as, moon, goose, stoop, root, food, too; 
exception, foot. 






RULES, 125 



oO=o, 

Make oo an equivalent of o long in the words door, floor, 
brooch. 

ood. 

As oo has three different sounds when followed by d, pupils 
must sound before marking such words, and mark in accordance 
with the sense of what they are reading: oo short, in good, hood, 
stood; oo long, in food, mood, rood, brood and snood; 
oo=u short, in blood, flood. 

o=db. 

Make o an equivalent of oo long; as, move, prove, lose: 
also, in you, your, youth, group, croup, rouge, soup, tour, 
through, and in many similar words of French derivation: thirdly, 
in the following words ;-do, two and shoe. 

-e-=wu. 

Run a line through o to make it an equivalent of wQ; as, 

one, once. A 

O (circumflex). 

Place the circumflex over o when it is followed by r; as, or, 
for, nor, morn, form, &c. Exceptions are found in some words 
with ord and ort; as, ford, port, sport; also, where or is pre- 
ceded by w; as, word, work, &c. 

Mark o circumflex before ught; as, ought, fought 5 sought, 

thought. 

or. 

When or final is found in an unaccented syllable, mark the 
o obscure; as, horror, terror, doctor, splendor, pastor, 
sculptor, vigor. A few exceptions are found to this rule. 

on. 

When on final is found in an unaccented syllable, mark the 
o silent when it is preceded by c, ck, sort; as, lesson, beckon, 
bacon, Milton. 



126 RULES, 

u (short). 

Mark u short in words of two and three letters ending in 
single consonants, except such as end in r; as, cup, cut: also, 
when followed by two or more consonants, the. first of which is 
not r; as, luck, sung, sunk, must, hunt, fuss, stuff, hush, 
bunch. 

\x—ob (short). 

Exceptions to the above rules are found in words where u 
equals oo short; as, bull, full, pull, push, puss: also, in the 
word put. 

u (long). . 

When u follows any consonant except r, sh or y, in words of the 
Long family, mark it long; as, tube, dude, huge, fume, tune, 
dupe, pure, muse, mute. 

u6r=u>=u. 

In monosyllables ending in ue and ui mark u long; as, due, 
juice. Exceptions are found in words ending in que. 

u=ew. 

When ew follows any consonant except r, ch, sh or y, make 
these vowels equivalent to u long; as, dew, few. 

u=ew=db. 

Make u an equivalent of oo long when it follows r, sh or y, in 
words of the Long family; as, rude, shute, yule; also, in words 
whose first syllables are ru; as, ruin, rumor. 

-t*=w 

Make u an equivalent of w. 

(i.) In words and syllables beginning with qu; as, quack, 
conquest; exceptions, quay, queue, bouquet and other words 
derived from the French, and words ending in que; as, casque, 
mosque, brusque. In such words mark the ue silent. 



RULES. 127 

(2.) In dis- and trissyllables where ui or ue follows q; as, 
liquid, aqueous. 

(3.) In words beginning with cu followed by i; as, cuirass. 

(4.) In unaccented syllables beginning with g where u is 
followed by a, i or o; as, language, linguist, languor: or in 
accented syllables where s is followed by a; as, suasive, per- 
suade, assuage. 

u=i (short). 
Make u an equivalent of i short; as, busy, business, lettuce. 

u=e (short). 
Make u an equivalent of e short; as, bury, buried. 

y (short). 

Make y final, in unaccented syllables, an equivalent of i short, 
by placing a breve over it; as, lady, gravity. 

y (wave). 

Place a wave over y before r in words and syllables ; as, 
thyrse, myrmidon. 

y (long). 

Place a macron over y when it is the only and final vowel of 
a word or of an accented syllable; as, try, tying, defy, multiply. 

y- 

Leave y unmarked and give it its consonant sound when it 
begins a word or syllable; as, you, yes, yonder, lawyer. 

the marking of consonants. 

fe. (silent). 

Mark b silent before t or after m in the same syllable; as, 
debt, doubt, lamb, comb. 



T28 RULES. 



c=s. 

Mark c soft before e, i and y; as, cent, cite, cyst. 

c=z. 

J. 

Make c an equivalent of z in sacrifice, suffice and discern. 

-€ (HARD). 

Mark c hard before a, o, u, k, I, r, t; as, cat, cob, cut, back, 
clam, cry, fact. 

ch=tsh. 

Tie ch when these consonants are equivalents of tsh; as, 
church. 

ch=sh. 

Place a cedilla under c when ch is an equivalent of sh; as, 
chaise, charade. 

-cH. 

When ch is followed by,l or r mark h silent and c hard; as, 
chloral, chrism: also, in words derived from ancient lan- 
guages; as, chasm, choral, chyme. Exceptions to the above 
rule are found in charity, chart, charter, &c. 

arch, 

When arch precedes a vowel, make ch an equivalent of kj 
as, archangel, archipelago. When arch precedes a consonant, 
make ch an equivalent of tsh; as archbishop, archfiend. 

§h (silent). 

Mark ch silent in drachm, schism, yacht and their deriv 
atives. 

d=j. 
Make d an equivalent of j in soldier. 

^ (silent). 
Mark d silent before ge final; as, pledge. 



RULES. 129 

cf=t. 

When ed final follows any breath consonant except t, make d 
an equivalent of t; as, tapped, quaffed. 

When ed follows t or d, mark the e short; as, wanted, 
worded. 

When ed follows any consonant except t or d, mark the e 
silent; as, passed, helped, pinned. 

Exceptions are found in wretched and crooked, and when 
blessed, cursed, &c, are used adjectively. 

f and ff. 

Give f its true sound when it is the final consonant of the 
compound words, hereof, thereof, whereof. Make ff an equiv- 
alent of f by marking out the right hand consonant; as, scoff. 

g— J. 

Mark g soft before e, i and y; as, gem, gin, gymnast; 
exceptions, get, give, geese and other words. 

§ (hard). 

Mark g hard before a, o, u, 1, r and ir; as, game, gore, 
gun, glad, gruff, girl. 

Mark g final hard when it follows a vowel in word or syllable; 
as, bag, beggar: also, when it begins a second syllable and is 
preceded by n; as, linger. 

g: (silent). 

Mark g silent in words and syllables beginning or ending with 
gn; as, gnat, gnashing. 

g:K (silent). 

When i is the only vowel in the word and is followed by gh, 
mark gh silent and the i long; as, light: also, when gh precedes 
t; as, bought; exception, draught. 



i 3 o RULES. 

Make gh an equivalent - of f in laugh^ and in some words 
where these consonants follow ou; as, cough, trough, tough; 
exceptions, dough, though, through. 

gh=p. 

Make gh an equivalent of p in hiccough. 

g=zh. 

Make g an equivalent of zh in rouge. 

K (silent). 

Mark h silent after g and r; as, ghost, Rhine: also, after a 
vowel in the same syllable; as, sirrah, Hannah; and in some 
words where it precedes a vowel; as, hour, heir, honest. 

?-y. 

Make j an equivalent of y, in hallelujah. 

Is (silent). 
Mark k silent after c and before n; as, hack, knit. 

1. 

Mark 1 silent in monosyllables when found between a and m, a 
and f, a and v, a and k; as, calm, calf, halve, talk: also, in the 
words could, should, would. Exceptions are found in psalmody 
and in other words where Im is followed by o. 

n=ng. 

Make n an equivalent of ng before k, q, c, x and g hard; 
as, bank, conquer, uncle, anxious, hunger. 

ng. 

In dissyllables ending in er tie the ng of the first syllable 
when er means one who, or that which; as, singer (one who 



RULES. 131 

sings), wringer (that which wrings). Do not tie if two vowels 
are found in the first syllable; as, lounger. 

n. 

Do not make n an equivalent of ng when it is followed by 
g soft; as, danger, stranger. 

ft (silent). 

Mark n final silent when it is preceded by I or m; as kiln, 
hymn. 

n=ny. 

Draw a wave over n to make it an equivalent of ny; as, 
canon (a ravine). 

)& (silent). 

Mark p silent between m and t; as, prompt: also, in rasp- 
berry, receipt, sempstress, accompt and corps. In words 
beginning with ps, pt and pn, mark p silent; as, psalm, ptar- 
migan, pneumonia. 

When ph are the first or last consonants of a monosyllable, 
make them equivalent to f ; as, phiz, lymph. 

ph = v. 
Make ph an equivalent of v in nephew and Stephen. 

q=que. 

Make que an equivalent of q by marking ue final silent; as 7 
pique. 

s. 

Leave S unmarked when it is the first letter of a monosyl- 
lable: also, when doubled in monosyllables; as, sit, miss. Leave 
s unmarked when it follows p, t, k, f or ou; as, caps, nets, 
sticks, ducks, house, mouse: mark with suspended bar when the 
last two words are verbs. 



132 RULES. 

s=z. 

Make S an equivalent of z when it follows any consonant except 
p, t, k, f ; as, cabs, pads, dogs, dolls, hums, pins, curs: also, 
when s follows a vowel; as, days, bees, wise, toes, hues. 
Exceptions are found where s follows the wave vowels; as, terse, 
worse, hearse: also, in nouns where s follows ou; as, house, 
mouse. 

s=sh. 

Make s an equivalent of sh when sion or sure is preceded 
by a consonant; as, mansion, censure. 

s=zh. 

Make s an equivalent of zh when sion or sure is preceded 
by a vowel; as, vision, cohesion, pleasure, closure. 

t (silent). 

Mark t silent before ch; as, watch, hitch: also, after s in 
dissyllables ending in en and le; as, glisten, nestle, thistle, 
etc; also, in often, soften. 

t==sh. 

• 

Make t an equivalent of sh when this consonant is followed by 
ial, ie or io, in unaccented syllables; as, partial, patient, nation. 
Show, by marking them, that these words, in which tion and tian 
follow s, are exceptions: fustian, question. 

t =ch. 

Place three dots under t when it is an equivalent of ch; as 
Question. 

th (breath or feat). 

Tie th before r, ir and sometimes before vowels; as throb, 
thrust, thank, thick, thorn, thumb; also, when these are the 
final consonants of a word, or the last letters of a compound word; 
as, path, breath, ninth, bath, Ruth, forthwith, herewith. 



RULES, 133 

fcfr (voiced or sharp). 

Mark th (voiced): — 

First, when these consonants are the first letters of personal, 
relative or demonstrative pronouns; as, they, their, that, this, 
these. 

Secondly, when they are the first letters of adverbs; as, there, 
then, thus. 

Thirdly, in the plurals of words ending in th; as, baths, 
moths. 

Fourthly, mark th voiced in the preposition, with, and its 
derivatives, within, without. 

Fifthly, in verbs ending in th and the, and their derivatives; 
as, clothe, clothing, mouth. 

th and 4fe- 

(Nouns.) (Verbs.) 

bath bathe 

cloth clothe 

mouth mouth 

(Singular Number.) (Plural Number.) 
bath baths 

cloth cloths 

path paths 

wreath wreaths 

W (silent). 

Mark w silent in words and syllables beginning with wr; as, 
wrap, wren, wrist, wrong, awry: also, where w follows a; 
as, raw, crawl; and when ow is not a proper diphthong; as blow, 
sorrow. 

wh=hw. 

Tie wh before any vowel except o; as, what, when, whit. 
Mark w silent in words beginning with who; as, who, whom; 
exceptions;— whoa, whorl, whortle, whopper. 



134 RULES, 

x=ks. 

When x is the final consonant of a monosyllable, leave it un- 
marked; as, tax, sex, fix. 

When x precedes the first consonant of an unaccented syllable, 
leave it unmarked; as, except, extort, expend. 

x=gz. 

When x precedes the first vowel of an unaccented syllable, 
or the aspirate h, make it an equivalent of gz; as, exact, exert, 
exist, exhort, exude. 

x=ksh. 

Make x an equivalent of ksh when it is followed by io in an 
unaccented syllable; as noxious, flexion. 

x=z. 

When x is the initial consonant of the word or syllable, make it 
an equivalent of z; as, xebec, Xerxes. 

y= i (short). 

Make y final an equivalent of i short, in unaccented syllables; 
as, baby, tidy. 

y=i (long). 

When y is the only and final vowel of word or syllable, make 
it an equivalent of i long; as, by, flying", reply. 

T=y. 

Make i an equivalent of consonant y, when the unaccented syl- 
lable begins with ia, ie or io; as, valiant, Daniel, onion. 

y. 

Leave y unmarked at the beginning of words or syllables, and 
give it its consonant sound; as, you, yes, yonder. 

z=zh. 
Make z an equivalent of zh in azure and seizure. 



THE JOHNNY STORY 




GRAND-PA'S FARM. 



THE JOHNNY STORY, 



CHAPTER I. 

Johnny Jones was six years old. He lived in Chicago with 
his papa, mamma, and his baby sister, Bess. 

Although Bess was four years old, they often spoke of her as 
"the baby." 

The children's grandfather lived in the country, more than a 
hundred miles away. 

Johnny had been there once, but that . was in the winter time, 
when he had to stay in the house. 

But now it was spring-time, and it would be so lovely to roam 
about in the green fields and to see the fruit trees in bloom. 
This is what Johnny thought when his mamma asked him how he 
should like to go to the country with her and Bess. 

"O, very much!" he answered. "When shall we start?" 

" To-morrow or next day." 

"What shall we see there? Tell me every thing." 

"I think it may be better to wait and let you find out." 

"Well, then, tell me just one thing; something I shall like 
very much." 

"Then come into the nursery. I shall need the black-board 
and chalk to show you." 

Johnny followed her, wondering what the black-board and chalk 
could have to do with what he should see in the country. 

"I think," said mamma, holding the chalk between her fin- 
gers, "you will like the little lambs most." 

"What do lambs say, mamma?" (He had an odd way cf 
asking what birds and animals said.) 

"I thought you would ask, my son. I think they say 'a, a, a,' 



i38 



THE JOHNNY STORT. 



l^X 







THE JOHN NT STORY, 139 

when they cry for their mammas. Look ! there are the lambs, and 
a ladder which you may draw upon your slate, as soon as I teach 
you how to make this sound. " 

" I must learn it, mamma, and teach the baby to say it with 
me. You know I taught her to mew like a kitten."" 

"Well, Johnny, I think I can help you remember this. These 
drawings are called letters. I have made this letter eight times. 
Now, as I draw the curve above each letter, I want you to open 
your lips and say a. See, I have placed them on the ladder I 
have drawn. You may think of them as little boys wearing 
turned-up caps, and climbing up." 

"Why did you make them that way?" 

"Because I want you to sing them with me." 

"But the ladder?' 1 

" That shows that the voice must go up, one step at a time. 
Here is a picture of what I call a breve cap. Observe that the 
rim is curved. I shall not s> — < draw the entire cap above 

the voice letter, but just fa Q |\ this little curve, and when- 
ever I place this curve Iq (J, V\^ above, it shows that this 
letter belongs to the fam- ^*»* **^ ily of Mr. A Short. All 
his letter-children wear breve caps. When you see this (a), just 
think of a little boy climbing up a ladder and making a noise like 
a young lamb every time he puts his foot upon one of these 
rounds." 

"Does he stay up there, mamma, or turn and come down?" 

"You must think of him as coming down in the same way; 
one step at a time." 

"And saying a each time?" 

" Certainly, my son. I only speak of a little boy climbing up 
and down to lead you to understand that your voice must go up 
and down, just as it > does when we sing do, re, mi, up and down 
the scale. Now let us sing." 

" Please wait until I bring Bess." 

Bess came toddling into the room, her little hand clasped in 
her brother's. 



140 



THE JOHNNY STORY. 



" Open your mouths wide enough to place a finger between your 
teeth. Keep them open just that far, while we sing up and down." 

All this pleased Johnny very much. He looked at mamma and 
then at Bess to be sure that her mouth was all right; then they both 
sang with mamma, as she pointed to each letter. After they had 
sung up and down a number of times, she made another ladder to 
the right of the first one, and printed this letter (A) eight times. 
Then she placed a curve above it and told Johnny that it also stood 
for the lamb's cry. She said that both letters had the same sound; 
that he might think of one as the little boy, and the other as the 
grown-up man. 

"Whenever I draw two letters with these little marks (— ) 
between them, you may know that they have the same sound. 
So now we can sing up on the large, and down on the small ones." 

Johnny said he liked this so well that he could sing all day; 
but mamma said he must work now. She placed some tooth-picks 
on the table and showed him how to make the large letters. 

" They look like tents with ropes around them, mamma." 

"You must take these half-rings and place them above the 
letters before you sound." 

" That means they must have their caps on before they are 
ready for me." 

" Yes, dear, and every time you put a cap on one, you must open 
your mouth one finger wide and sound. We call these ' voice let- 
ters.'' Try to remember this. You may call your teeth the doors 
and your lips the storm-doors, and think that they both open with 
a spring, for they fly apart whenever your mind tells them to make 
a sound." 



" Would not door 
and front gate be bet- 
ter in summer time, 
mamma ? " 

" Perhaps so. I will 
leave you to make the 




letters while I pack 
our trunks. You may, 
also, copy the tent I 
have drawn, to help 
you remember the 
large voice letter.' 1 



THE JOHNNY STORY. 141 



CHAPTER II. 

Johnny made eight "tent letters," as he called the large voice- 
letters, and placed the half-rings above. Then he took the chalk 
and drew pictures of what he had made. When this was done 
he asked his mamma to look at them. 

" They are very nicely made, dear, but they do not stand for 
the lamb's cry." 

"Why, mamma?" he asked quickly. 

"Because you did not remember to draw the curves." 

" Sure enough, mamma, the new moons must be over the tents. 
Now hear me sound as I draw. It is the ca-p that stands for 
the sound, is it not, mamma?" 

"Yes, my son; we must place the cap above the voice-letter 
as we make it sound." 
. "Do the lambs open their mouths too, mamma?" 

" Yes, dear, they open them, but they can not use their lips and 
teeth as we do. There are some sounds which they can not make. 
Close your lips and say m," 

" I know why that has not much sound." 

"Why, Johnny?" 

" Because the gate is shut, and the doors almost shut, mamma. 
It can't get out." 

" I am glad you understand this. It shows that m is not a voice- 
letter. Whenever your lips or your teeth or any part of your tongue 
help to make the sound, you may be sure it is not a ' voice-letter.' I 
call this a l lip-letter,' because the lips help to make its sound. I will 
draw the ladders here upon the board and let you copy them, after 
which we will sing m = M." 

"Why do you make the 'little boy letter' first?" 

" Because we shall need more of these letters than of the larger 
ones." 

" How shall we need them, mamma ? What shall we use them for ? 

" We use these letters and sounds in learning words, and always 
find many more small than large letters in books." 



142 THE JOHNNT STORY. 

" But have these two just the same sound?" 

"Always, Johnny, when you see this (=) between them." 

" Then this little boy changes when he becomes a man. They 
do not look at all alike, mamma." 

"No, but some small and large letters do." 

Johnny asked if he must draw breve caps over the lip-letters. 

"No, dear; we draw those only over the voice-letters." 

"When must I sound the lip-letters." 

" Sound as you finish each. As you draw the last line of m 
make its sound." 

"Are there more lip letters?" 

"Yes; the sound that begins the baby's name is another." 

" Which, 'baby' or 'Bess?'" 

" B-ess, b-aby," said Mrs. Jones, slowly. "This lip-letter 
begins both names." 

"Oh, I see!" cried Johnny, who had watched his mother's lips 
very closely. " I saw your lips shut both times." 

"Here are the ladders for you to copy: b=B. Sound as you 
draw the curve to the right w- enough to sing; so you 

in the small letters, and as may just sound up and 

you draw the lower curve in down the ladders; after 

the large ones. Keep your HL^^™^^^ which you may draw this 
lips closed all the time." |T---3%w9» picture of Bess holding out 

" There is not much f^^^^^^P h er hands to me as I say, 
sound to this, mamma." h||34\£^ 'Come to mamma, baby 

"No, Johnny, not M^m^ Bess.'" 



CHAPTER III. 



The next day, Mrs. Jones told Johnny that she was ready for 
their journey. 

"Will papa go with us!" 

"No; papa must go away on business. He will gd part of 
the way by cars and part by steam-boat. When a steam-boat is 



THE JOHNNY STORY, 



H3 



heard far off, its puffs sound like this — pi pi pi Watch my lips 
and tell me what kind of a letter this is." 

"It is a 'tag' letter, mamma." 

"What do you mean, my son?" 

"I mean that your lips played tag then." 

"Yes, so they did; but it was the lips you see; therefore p is 
a lip-letter." 

"Can we sing it? " 

" No, it is just a whisper. There are more ' whisper ' letters. 
You may make these scales, P=P; after which draw this steam- 
boat." 




"This little boy did not change when he grew into a man, did 
he?" 

"Not much; he just grew taller. You may puff as you draw 
the curve to the right at the top, and think the steam-boat is 
coming nearer as you make the letters larger; as, pi p! P! 
When we pronounce a word, as Pat, our lips do not fly open 
until the sound of a short is given. Be very careful, dear, not to 
say pu. Just press your lips together until the next sound opens 
them. Now we must prepare to start to grand-pa's. 

"Can we take my black-board?" 

" If you wish it. There will be rainy days when you must 
stay in doors, and then we can sound." 

" Please leave my ladders on it. Grand-ma will like to see 
them." 

" Call Jane and tell her to wrap it in paper. We can take it 
in the buggy. And now bring Bess to me that I may dress her." 



i 4 4 THE JOHNNY STORY. 

It was four o'clock in the afternoon when the cars stopped at 
the station, where uncle Nat stood waiting with the rock-away to 
drive Mrs. Jones and the children out to the farm. 

Uncle Nat was twelve }?ears old, and Johnny felt sure it would 
be nice to go around with him and see every thing. 

He lifted Bess and Johnny into the nice roomy rock-away and 
then helped mamma in. As they drove along, Johnny kept singing 
a, A, up and down the scales. Then he hummed m = M — the 
baby watching him all the time. 

" Sing with me, Bess," he said, patting her on the cheek. "Open 
your mouth and part your teeth one finger wide and begin." This 
was easy for even a baby to do, and soon she could sing the lamb's 
cry nicely. 

" Put the end of your tongue to the roof of your mouth and 
make this sound, n," said mamma. 

Both the children tried. 

" This is the sound that begins uncle Nat's name. Listen, and 
you will hear it in these words: N-at, n-et, n-ot, n-ut. Each 
time you say these words, your tongue goes up." 

Mrs. Jones took from her pocket a small blank book. " We 
will call this our Sounding Book" she said. Then she took her 
pencil and drew, n = N. "Remember," said she, "whenever any 
part of your tongue goes up and touches the roof of your mouth 
to make a sound or a whisper, we call the letter that stands for 
such a sound a ' tongue-letter.' " t 

"I'll draw ladders for n on my black-board to-morrow." 

"Be sure to sound every time you make a letter, Johnny." 

" Let me say it, too," said Bess. 

She looked straight into Johnny's mouth when he sounded n, 
but when she tried, she said "I, 1." 

" Huh ! " said Johnny. "That is not right. You are too little, baby." 

"But she did make the sound of a 'tongue ' letter. She pressed 
the tip of her tongue a little nearer to her upper teeth. Now 
you may try to do the same. Here are the letters, I=L. We 
can all sing this sound; it is so easy. Let us try." 



THE JOHNNY STORT 



HS 



Johnny placed a hand on each knee, bent down, and looked in 
the baby's mouth. "Sing on, little Sounder," he said. "I want 
to see just where your tongue touches. 7 ' 

Mamma drew these two letters on straight lines, and told 
Johnny to sing their sounds to the air of lt Yankee Doodle," and 
to notice the points at which the end of his tongue touched: 

n 5 1, n, 1, n, 1, n, I, 

1, n, 1, n, I, n 5 

n, 1, n, 1, n, 1, n, I, 

1, n, I, n, I, n. 



CHAPTER IV. 

How lovely every thing looked when the rock-away stopped at 
grand-pa's and uncle Nat lifted the children out! The grass was 
so green, and the apple and peach trees were in full bloom. 
Johnny did not follow mamma and Bess into the house. He stood 
still and looked around. Close beside him a big gray cat was 
drinking milk from a saucer. Just then uncle Nat's dog Gyp 
bounded past to meet his master. Kitty thought he was coming 
for her milk, so she raised up her back and said "f, f, f I" 

Johnny remembered this, and that night, when mamma was 
rocking little Bess, he asked her about it. 

" Yes, Johnny, there is a letter that stands for kitty's hiss. Here 
it is, and here I have outlined kitty and the dog, that you may 
draw them; after which you may print these scales: f=F. 




146 



THE JOHNNY STORY. 



" You will notice that your teeth help to make this hiss. You 
press them against your lower lip and blow your breath through." 

Bess had been watching while mamma and Johnny made kitty's 
hiss, and now she pressed her little white teeth to her lip and blew 
so hard that some sound came through. U V, v, v 5 " she said. 

"That is not right, baby. Sound as I do." 

" No, Johnny, watch Bess and do as she does first. There are 
but two 'teeth letters' and the sound which Bess made stands for 
the other." 

" Sound again, then, smart little teacher, and show me how. 
I will call that a tent wrong side, up." 

Just then a June bug flew in at the window. Bess clapped her 
hands. "Do hear it sound, Johnny? It says v. " \f 

"I will draw its picture, baby, and leave <p>xr w ^yz 
it for to-morrow's lesson. Here it is." ^^Q^^^i 



CHAPTER V. 



There was quite a wind storm that night. It seemed to moan as 
it blew among the trees. Johnny heard it just before he fell asleep. 




It rained hard the next morning, and when he tried to take Bess 
across the } T ard under grand-pa's big umbrella, the wind almost 
jerked it out of their hands, although they both held it as tightly as 



THE JOHNNY STORY. 147 

they could. At last uncle Nat saw them from the window and ran to 
help them out of their trouble. 

1 Mamma had hung the black-board up in their room. She took 
the chalk and made this letter, W. " Those are double tents wrong 
side up, mamma," said Johnny. 

" This is a 'lip-letter,' Johnny. Open your lips the least bit; only 
wide enough to place the point of a knitting-needle between them. 
Now sound this way, w. Does not this sound like the wind away 
off among the trees?" 

U I think it does, mamma."" 

u Keep your lips just that way; do not open them any wider 
when you sound. Here I have arranged these two letters as I did 
1 and n, that you may sing them and notice the change with 
teeth and lips: 
v, 

v, 

"And now you may sing these sounds in the same way: 
m, n, m, n, m, n, m, n, 

v, w 5 v, w, v 5 w, 
m, w 5 n, v, m 5 w, n, v s 

3.j 9.J 3-3 3.3 clj &> 



w, 


v, 


w, 


v, 


w, 


v, 


w, 


w, 


v, 


w, 


v, 


w, 


v, 




w. 


v, 


w, 


v, 


w, 


v, 


w, 


w, 


v, 


w 5 


v, 


w, 


V. 





CHAPTER VI. 

For two days nothing was said about sounds. Johnny was kept 
very busy going over the farm with uncle Nat. But the third day 
it rained again, and then he was ready to listen. 

Mamma was sewing buttons on the baby's dress. The black- 
board hung near her. Johnny erased the letters they had learned 
and laid the chalk beside her, as he said, " When uncle Nat and I 
went out, yesterday morning, we found some pigs in the meadow. 



148 



THE JOHNNY STORT. 



The large gate had been left open and they had gone through from 
the lane. He called Jill, and you should have seen those pigs run 
when he said s, s!" 

"Yes, Johnny; here are the letters for you to make the scales, 
S=S; but draw this picture first, to keep the sound in your mind." 




" The man-letter looks just as he did when he was a little boy, 
only larger. Do you not think so, mamma?" 

" Yes, dear. This letter stands for a hiss, but not kitty' 1 s hiss. 
This sound is made by pressing the sides of the tongue to the inside 
of the upper teeth, leaving a small space in the middle for the breath 
to whistle through. Observe, too, that the letter has no voice." 

"That will be a hard letter to draw, mamma."" 

"Yes; but if you will bring me a smooth, pine board, I will 
draw this letter on it with chalk; then you can shell an ear of corn 
and place the kernels on the marks; after which you can draw it 
better, for this will be a guide to you in forming it." 



CHAPTER VII. 

One morning Bess came trudging up the steps, carrying her 
doll, Jenny, and followed by Gyp. The baby and the dog both 
breathed hard. 

"Just hear them pant, mamma!" 

" My doll is heavy," said Bess, " and Gyp is tired because he 



THE JOHNNY Sl^ORT, 



149 



has been running fast. He was naughty, too," she added, shak- 
ing her finger at the dog. " He caught Jenny's dress between his 
teeth and tore it. See!" 

" I will mend it, dear. Gyp meant no harm. He was, probably, 
so glad to find you he did not know what he was doing. But about 
this sound which Johnny calls 'a pant.' Here are the letters which 
stand for it, 'breath letters,' h=H. When you make these scales, 
breathe out in this way, h=H. Breathe very gently. Notice, too, 
that both teeth and lips are open. Now why is not this a voice 
letter?" 

"Oh!" said Johnny, "because we just breathe out its sound." 

" Yes, that is just the reason. Remember, you are not to sound 
hti, but just breathe out easily and run the sound into the next letter; 
as, hit, hem, how. You may think little h is the picture of the 
chair Bess sits in when she is very tired. As she sits down she 
breathes hard, h, h, h." 

" How much this little fellow changed when he grew up ! I should 
not suppose these were the same letters, h=H. Perhaps the large 
one stands for the tired mart's pant and the small one for the baby^s, 
or the little dog's hard breathing." 



CHAPTER VIII. 



"There are pigeons 
at the barn, mamma. 
What letter stands for 
the sound they make?" 

" This one ;d = D. It 
is a sound made by 
young pigeons. You 
may outline these pig- 
eons and sound as you 
print each d. " 




i5o 



THE JOHNNY STORY, 



" This sound presses the tongue up, near its point, a little harder 
than n. Try the two together, n, d, n, d." 

" I can scarcely hear that sound when you make it." 
" No, you can not. It is, besides, a hard sound to make, but I 
think it sounds like the young pigeon's cry. As d stands for what 
the young pigeons say, you may just think how those two little 
fellows will talk when the eggs are hatched. It will be d, d, d, 
then." 



CHAPTER IX. 



"I am a little afraid of bees, 
near a hive out in the yard, and 

"Yes, here is the letter, z 
Now play you are little 
bees, and buzz with me, 

" That grown-up let- 
ter looks just as he did 
when he was a little 
boy-letter, don't he?" 

"Very much, dear. 
Here is a bee which 
you may draw before 



mamma. I just now passed quite 
heard them sounding." 
= Z. I call this sound the 'buzz.' 
"~^^"~ "| yo u make the lad- 
^Vj ders. After you are 
through, tell Bess a 
story about bees. You 
can recall one I have 
told you." 

" She is a sweet hon- 
ey bee herself, mamma. 
I can taste it on her 
lips." 




CHAPTER X. 

" Listen, Johnny. When I say G-yp and J-enny, you hear the 
same sound in both names, although they do not begin with the same 
letters. Here they are, j=J and g=G. The tongue is pressed up 
farther back than with n, and the teeth come together. There is but 
little voice, yet it is not a whisper." 

"Must I place a dot over each one of these letters?" 



THE JOHNNY STORY. 



15* 



"No, dear; only over this one, g. You will always find the 
dot printed above the letter j." 

" This will make it easy for me to remember, mamma. As this 
(j) letter has the dot, I shall remember its sound when I place a dot 
above this other letter." 

"We speak of this letter as 'g soft.' So, when I ask you to 
sound g soft, think of the dot above and sound like j« 







s 

" There is another letter that looks just like g soft, except the dot 
above. I have sketched a frog to help you remember this sound. 
We call this new letter ' g hard,' and place a line above. Now look 
at the sketch I have made, and play you are a little frog, croaking in 
the pond. Let us croak together, g, g, g. Think of the frog as 
you make these scales, g=G. 1 ' 



CHAPTER XL 



They had fresh fish for dinner that day. Johnny was so busily 
engaged in telling mamma about the different things he had 
seen, he forgot to be careful and almost swallowed a fish bone. 



152 THE JOHNNY STORY. 

Mamma helped him from the table, patted him on the back, and 
soon all the trouble was over. 

After dinner, as they sat near the black-board, mamma made 
some letters and talked about them. 

" Here are three letters which have the same sound, although 
they do not look alike. Think of what happened at the table 
when you tell what they stand for; — k=q = -e. 

"What, mamma?" 

" K, k," said little Bess, and then mamma smiled. 

" Ho, ho! I call that sound the 'choke.' " 

w Would it not be better to call it the 'fish-bone letter?' This 
will remind you of the ' choke ' which is made in the throat with the 
back of the tongue." 

" Never fear, mamma. I 
shall always remember that." 

" Very well, then. You 
may try to think of it as you 
draw this fish. 




k=q=^e. 



"Just think that the little line you run through the C, to give 
it its hard sound, is the fish-bone that troubled you. You must 
remember, too, that it was not the fish that made this sound, but 
the little boy who forgot to be careful at the dinner table." 

"I shall try to remember, mamma, not only that I may learn 
the sounds of these 'fish-bone letters,' but because I hope never 
to be so careless again. I shall print these scales (k = q = c) at quite 
a distance from my fish, or Bess may think it is making the 
sounds." 

CHAPTER XII. 

" Please show me the letter that stands for the cross dog's growl, 
mamma. Uncle Nat's dog Growler is kept at the barn. He is a 
fierce looking fellow, I can tell you. A strange man came across 
the field to speak to uncle Nat and Growler gave such a low, cross 
growl — just this way, r, r, r." 



THE JOHNNY STORY. 



iS3 



" Yes, dear, you made the sound that stands for this letter, r. 
Growl again and you will feel the sides of your tongue go up and 
press the inside of your upper teeth. You may watch me as I draw 
a cross dog, and afterward you may copy it and make scales.*' 




" Let me draw two dogs. The larger one for this (R) big letter, 
the smaller, for little r." 

"Do so, my son; only make them both look fierce; this will 
help you think of it as a letter that grumbles, or growls, when- 
ever it is found at the beginning of a word. By this I mean when 
it is the first letter of a word or syllable.'* 

"What is a syllable ?" 

" It is too soon to explain its meaning to you now. After a 
while, I shall tell you all about syllables." 



CHAPTER XIII. 

" Please tell me how to make the whisper of a goose, mamma.*' 

"Very well, Johnny. Put the tip of your tongue between your 
teeth and blow your breath hard," said his mother. 

"As I do when I make kitty's hiss?" 

"Almost that way; only now, you see, you must blow the 
breath straight against the tip of the tongue where it touches the 
upper teeth." 

" I did not know the geese made it that way. I wish Bess 
could have seen Fan and her pups the other day when I went to 
Aunt Edna's. The pups were eating meat when the geese came 



iS4 



THE JOHNNl' STORY. 



marching along. The two old ganders hissed, and Fan just stood 
and said, '-e-, -O-. 1 The pups did not mind it at all. I wanted to 
get near enough to see how they made the hiss, but, my! that 
old gander reached out his neck for me and I ran away and hid." 
"Draw these geese, Johnny, and then print and tie the letters 
that stand for the hiss: 




"I am a little goose, Johnny. Hear me," said Bess; "4fr, th." 
"Ha, ha! Yes, you are a dear little goose, baby; you blew 

sound through instead of just breath. Didn't she, mamma?" 
"Yes; but that is one of the sounds of th, Johnny, though not 

the one the geese made. There is a woolen mill at Stanton — a 

town not far away. I will take you there some day that you may 

hear the wheels and bands say 4fr." 








THE JOHNNY STORT. 155 

CHAPTER XIV. 

" The sound I wish you to learn to-day is what this (y) letter 
says. It is difficult to tell you how to make this sound. If you 
will press the sides of your tongue against the inner sides of your 
upper teeth and the top of your tongue (about the middle), to the 
roof of your mouth, and say e, you will catch the sound : or, if you 
will prolong the first sound of such words as y-et, y-es, y-ell, 
you will accustom your ear to this sound. Here are the scales: y==Y." 

"He' didn't change much after he grew up. Bess, if you look as 
much like yourself after you are grown, I shall just think of you 
as 'the baby' still." 

" Mamma hopes both her darlings will be just as good and true 
in after years as they are now," said Mrs. Jones, folding her arms 
about them. 

" Can we sing these scales, mamma? My tongue is so in the way." 

" Yes, dear, but you must keep it right there if you would give 
the sound of this letter correctly." 

" I can notice a little buzzing sound every time I try to sing y'.' 

"It sounds like Aunt Edna's spinning wheel," said Bess. 

"Does it, baby? As I never saw Aunt Edna I don't know; 
but I have heard a spinning wheel. Just hear me sound, as I 
spin round on my toes, y, y, y," 

"Run the sounds together, Johnny, and then it will sound just 
like a wheel." 



CHAPTER XV. 

Johnny was spinning round on his toes and Bess pretending to 
" make him go " by moving her feet up and down, as she had seen 
Aunt Edna do when she spun rolls of wool on her little wheel, when 
they both heard mamma exclaim, "Why, John! " 

They ran out on the porch to see what had surprised her, and 
there stood papa! 

" O, papa! I am so glad you've come!" 



1 5 i 



THE JOHNNY STORY. 



"Bess, too," said the baby, running out in time to be gathered 
with Johnny into papa's arms. 

He sat down and told them all about the pleasant things he 
had seen. 




t, t, t. 

Bess climbed up on his knee and took out his watch. 

" Let me hear what it says, papa." 

"T, t, t," said mamma. "This is something you have not 
learned yet, Johnny." 

"How is it made?" asked Johnny. 

" It is made with the point of your tongue. Try now, t, t, t. 
The tongue just touches near the upper teeth and then jumps back." 

" It plays tag, don't it, mamma, just like the lip-letter, p? " 

" Yes, very much that way; and it has no more sound than p, 
Say first one and then the other: t, p, t, p, t, p. As the sound 
of this letter is to be given for our morning lesson, you will find a 
watch outlined upon the board. You may draw it, Johnny, while I 
talk to papa." 



THE JOHN NT STORY. 157 



CHAPTER XVI. 

" Come, Johnny, and see what I have drawn for this morning's 
lesson: ks=x. Here are two letters which have the sound of 
one; a letter that does not look like either of the others. Sound 
this (k) fish-bone letter and this letter that says 's,' the one right 
after the other. As you sound I will tie them together to show 
that they speak almost at the same time. Now, run their sounds 
together as I tie, ks." 

"Please let Bess tie once while we both sound, mamma." 

"Certainly, dear. Here, baby, say ks as you draw the curved 
line under." 

Bess looked steadily at mamma's mouth, and then said with great 
force, "gz." 

" Not quite, little Sounder," cried Johnny. " I think, mamma, 
that she tried to swallow the sound of ks; it seemed to stick in her 
throat." 

" Well, Johnny, she made a correct sound, but not this one. We 
must speak of the sound of gz afterward." 

"Why, mamma, our baby is so bright she never really 
makes mistakes, does she ? She always hits upon a correct 
sound." 

" It does seem so. But what I wish to show you now is that 
ks is the sound of this (x) letter. You may make scales of ks=x, 
and sound whenever you tie ks or print x." 

"Why, baby, what are you doing," said Johnny, as Bess began 
to run a line under the letter she had made. " You can not tie that 
letter; do you not see it stands by itself? " 

a That is true," said mamma, laughing, " but Bess is right again. 
This is just what we do when we wish to make x say gz; — we run 
a line under this letter: so, after you have made your ks = x scales, 
you may make these; — gz=x." 

Johnny made scales of ks, and showed Bess how to tie as he 
made the "double sound," as he called it; then he made "the 



i 5 8 THE JOHNNY STORY 

baby's scales," as he called these gz=x, because Bess had given 
this sound when asked to say x. 

"I can feel my throat move when I say gz, as I place my thumb 
and finger upon it, mamma." 



CHAPTER XVII. 

"Is Bess sick this morning?" Johnny inquired, as he joined his 
mamma on the porch where she sat holding the little one in her lap. 

"No, dear; only sleepy. She arose too early, I think." 

Just then Bess sneezed. 

"Bring her cloak, dear. I brought the black-board out here on 
the porch because it is so lovely to see the sunrise and hear the 
birds sing. As Bess has just sounded for us, I shall make this 
our first lesson.' 7 

"What, mamma, the sneeze? " 

" Yes, my son. Look as I point and sneeze twice; ch=tch." 

Bess sneezed again quite hard. 

"Why, little Sounder," said Johnny, patting her chubby cheek. 
" I am sure 1 could not do as well as that. Why did you mark out 
that t, mamma? " 

"Because it never speaks when found in front of ch. It is 
always silent there. 11 

" I think this is the .sound the engine makes when the cars come 
in. O, Bess! let's play that you are the cars and I am the engine, 
and I am taking you to Chicago. ' Couple' us, mamma, when I put 
my hands behind me. Now here we go — ch, ch, ch, ch, ch." 

Bess forgot all about being sleepy; she ran so fast she soon 
grew tired. She sneezed again, and Johnny stopped to praise her 
for " sounding " so well. But mamma said she had risen so early 
that morning that she must have a sleep after such hard play. So 
she. carried her to the bed room and laid her on grandma's old 
fashioned sofa, the very one on which mamma had slept when she 
was a baby. 






THE JOHNNY STORY, 



J 59 



"It is warmer here, baby," she said, "and as the window is open 
you can hear all I say to brother." 

" Let her go to sleep if she wants to. I'll tell her every thing 
you say." 

" I think it may be best to outline a locomotive for you before 
you print these scales; — ch=tch. As this may be too difficult for 
you to draw, just look at it as you sound ch and tch." 




CHAPTER XVIII 



Johnny busied himself with his drawing until uncle Nat came. 
He was so interested in his work he forgot that little sister was asleep 
and called out, "Do come, uncle Nat, and see what I have drawn." 

"S£i, ch," said mamma, raising her finger. "Bess has 




sh = ch. 



160 THE JOHNNY STORY. 

fallen asleep. The sound I just made means 'Be still.' Here are 
the letters which stand for it. You may think of the whisper when 
you tie these letters, " she said, drawing sh=ch upon the board. 
" But the last one looks like the sneeze, mamma." 
"Not quite. Look closely and you will see a little mark under 
the C." 

"Does that make the difference? " 

"Yes, it is these little marks that change the sound of ch into 
sh. That you may remember this you may make these equivalent 
scales after you return; — sh=ch- " 

"They are both 'whisper sounds,' are they not? " 
"Yes, dear, and, as there is but one more 'whisper sound' for 
you to learn, I have placed it upon the board. As you tie these two 
letters (wh), hold up your ringer and pretend to blow out a 
candle. Remember this is not w but wh. We use voice to 
sound W, but only breath for wh." 



CHAPTER XIX. 

"Say 'consonant,' Johnny," said Mrs. Jones, as she pointed to a 
group of nicely printed letters. 

" Consonant", he repeated, "that is not hard to say." 

"No, it is not; menagerie is a longer and harder word and you 
rind no trouble in pronouncing that. I think you will be able to 
remember 'consonant' as well, when I explain its meaning. There 
are twenty-six letters; five of these are voice-letters or vowels. The 
other twenty-one are consonants; they are either lip, teeth or tongue 
letters. I speak of them to you by these names because either the 
lips, teeth or some part of the tongue helps to make their sounds." 

"All except ' h,' mamma," said Johnny, opening his teeth and 
lips and blowing gently upon his outstretched palm. 

" Thank you, my son, for reminding me of this 'breath letter.' " 

"How many consonants did you say?" 



THE JOHNNY STORY. 161 

" Twenty-one, and sometimes two of these have vowel sounds." 
" Please wait, mamma, and see if I can not make Bess under- 
stand. Little Sounder," he added, looking very wise, " there are as 
many consonants as you have ringers, thumbs and toes, and one more; 
and as many vowels as you have eyes, ears and noses." 

"Ha! ha!" laughed Bess. "How many noses have I? " 
"Well, as many vowels as you have eyes and ears, and one 
more." 

" That is a good explanation, little teacher," said Mrs. Jones, 
smiling. 

" I know how many five is," said Bess, examining her fingers, 
her eyes, ears and nose, in turn. 



CHAPTER XX. 

"In some cases this (a) vowel has what we call an obscure 
sound. In reading and talking we make this sound glide into the 
next word. It is the first sound you hear when I say 'a pin, a tack, 
a book.' You will find in your Synthetic Speller, words classified 
for marking. Whenever you find this vowel (a) standing alone in 
front of a consonant, you must show that it makes this obscure sound 
by placing under it a breve cap, turned wrong side up; thus, a. You 
will, also, find that this (e) letter has, sometimes, the same sound. 
Make scales of a=e and sing, giving the least possible sound to 
these vowels." 

"Why, mamma, that looks as though his breve cap had fallen 
off and the little fellow had no hands to pick it up with. I think I 
understand this obscure sound — just the least bit of a sound it seemed 
to me as you sang up the scale. May I make up a story about 
obscure a for Bess?" 

"O, please do, Johnny! A story about a little boy and a top." 

"You just happened to use the sound then, but you gave it 
nicely." 



i6z 



THE JOHNNY STORT. 



" What did I say, Johnny? " 
" You said a boy and a top" 

" And you observed how lightly she spoke the a each time, did 
you not, Johnny? " 

"Yes, mamma. I shall know how, when I learn to read." 



CHAPTER XXI. 




AUNT EDNA. 



" Bess, dear, I have been to see aunt Edna. Uncle Nat took me. 
She says that I look like you, mamma, and Bess looks like papa. It 
sounded so funny, too, when she said she had known you longer than 
I had." 

" She has known me all my life, dear. She was my nurse when 
I was a baby." 



THE JOHNN7 STORY. 163 

" Well, Uncle Nat took me to see her when we drove to town. 
We went in the new red cart, and he carried ever so many things 
to her; flour, and corn-meal, and bacon, a — " 

"" Yes, Johnny, your grandpa takes care of her since she is too 
old to work." 

" She can hear very little, mamma. When Uncle Nat told her 
who I was, she put her hand up to her ear and said, ' E? ' " 

"That is the sound of a voice-letter, Johnny. Let me tell you 
how to make it. Spread your lips more than for a, and part your 
teeth only wide enough to take in the point of a knitting needle. 
You may remember this sound by thinking of an egg, or by saying 
'Ed.' It is the first sound of these words. Make these scales, and, 
as you place the curve above each letter, sound it." 

"O-ho! I see. These little fellows must have breve caps, too." 

"■ Yes, and you must remember, whenever you place a breve cap 
over a voice letter, this shows that it belongs to one of the Short 
families. Here are the scales. You may, also, draw a breve cap 
over each letter. Sometimes this (a) vowel says e; a line run 
through this letter makes it say ■&. Make scales of e=^Sr and sing, 
keeping lips and tongue in the same position all the time." 



CHAPTER XXII. 

"When Uncle Nat feeds the pigs in the morning they squeal 
out this sound ; — i, i, il " 

"Yes, Johnny; as you made that sound, your lips parted just a 
little— -about the width of the tip of your little finger. Still, this is 
enough to show it to be a vowel sound." 

" I have outlined these hungry pigs upon the board for our next 
lesson. Draw them first, and make your scales afterward. Do not 
forget to squeal as you draw the breve cap above." 

" When you have finished your lesson, Bess and you may play 
you are little piggies squealing for your breakfast;- i, i, i, i ! " 

"Must they both have caps on, the small and the big letters? " 



164 



THE JOHNNY STORY, 



"Yes; they belong to the Short family. Make two ladders and 
play that the dot is a balloon and the little boy is climbing up after it." 



"Ho! I like that, mamma. 
Must I dot the man-letter? 
you did not." 



"No; do 
not dot it. 
Just draw a 
curve over 
it." 

" This 
vowel (e) 




sometimes says i ; by placing a dot over e we show this to be its 
sound. Make scales of i=e and sing, holding teeth and lips in 
the same position." 



CHAPTER XXIII. 

" Oj 6, baby, don't touch the lamp ! " said Johnny, one evening, 
as Bess laid her dimpled hand upon the glass chimney. 

" There, Johnny, you made the sound of the next voice-letter we 
are to talk about. Here are the scales: 6=0." 

" He did not change one bit after he was grown ; he only grew 
taller and wider." 

"For this sound you open your mouth almost two fingers wide, 
and make your lips somewhat round. Try it; — o, o 5 6, 6. When 
you want to remember, just think of what you said when you feared 
Bess would burn her fingers." 

" Or of the sound I make when kitty jumps up on my desk. I 
always say, 6, 61 when I lift her down." 

"Sometimes this (a) letter has the same sound." 

"Why, mamma, that is the lamb's cry." 

" Has it a breve cap on? " 

"No, it has not." 



THE JOHNNY STORY. 



165 



" Observe now. I place a dot under it, a. This dot shows that 
it says 6 just the same as the round letter with a breve cap. Make 
your scales in this way; — o=a. Always place the sound you have 




" o, ol" 

learned to the left, and the new sound to the right of these little 
marks. After you have made these scales we will sing up and 
down, looking right at the letters that you may remember this new 
mark for a." 



CHAPTER XXIV. 

" You said there were five voice-letters, mamma. We have had 
four. Is there but one more to learn ?" 

" Only one more of the short vowels. Here it is: u=U. " 

" He did not change any more than 6 when he grew up, mamma." 

" For this sound you part your teeth more than for a; think 
of a mother tossing up a baby and saying " Up!" 

Just then Bess hiccoughed. 

"I say, little Sounder, did you do that on purpose?" asked 
Johnny. 

"I'm not doing it," said Bess, hiccoughing again. 



1 66 THE JOHNNY STORY, 

"Just hear her, mamma! I'd like to know what that sound 
is, if it is not U. I shall call these the ' hiccough letters.' But 
Bess, dear, brother will get you a drink of water. It will be fun 
to make that sound, but not to have to hiccough when you donH 
want to." 

Johnny was surprised, when he returned with the water, to find 
that mamma had printed a scale of o's to the right of Johnny's 
hiccough letters. Over each of these round letters she placed a 
dot, and then explained to Johnny that one dot above made o say 
U- After he was made to understand this clearly, they sang these 
scales; — u=6. 



CHAPTER XXV. 

" Can you remember the sounds of the two vowels we took for 
our last lesson? " asked Mrs. Jones, upon the day following. 

" U, 6," said little Bess, pretending to hiccough. 

" You do not forget, baby. She knows as much as I do, mamma. 
How many vowels are there, little Sounder? " 

"A, e," said Bess, pulling Johnny's ears; " i, o," she added, 
touching his eyes; "u," she hiccoughed, taking his nose between 
her thumb and finger. "One, two, three, four, five." 

"You cunning little sister! How well you remember. How 
many consonants?" 

Bess was sitting up in bed, with her night-dress on. She thrust 
out her little pink toes, stretched out her dimpled fingers and 
afterward touched Johnny's nose. 

"It is that many, Johnny, but I can't say the number." 

"Twenty-one, Bess, I will place the figures here upon the 
black-board for you to look at when you pronounce the name." 



THE JOHNNY STORY. 



i6j 




* fib 0*0°° 



00 



CHAPTER XXVI. 

" O, mamma ! " cried Johnny, one morning, " please come out 
on the porch and hear the red rooster crow! Bess was afraid of 
him. She climbed up on the step-ladder and screamed for me 
to drive him away. Can you show me any letter that stands for 
that sound ? " 

" After I have drawn the rooster 
I can. Here you see the letters.' 1 

Johnny clapped his hands to 
his sides, as if they were wings, 
stretched himself up on tip-toe, and 
said: "6b, 6b, g, u do I" 

Mamma told him to stop crow- 
ing and look closely at the letters 
she had made; to observe that 
the curve over double o, and the 
dot under o and u, showed that all these vowels must be sounded 
alike; but that the straight line over double o meant that he must 
make his lips round when he sounded those letters. 

" Now. mamma, I will watch the marks closely and crow again." 



CHAPTER XXVII. 

Upon the morning following Johnny was trying t so hard to make 
a loud crow, he did not think of Bess who was standing near him, 
and his right foot came down hard upon her tender little toes. 

"Qw, oul" she cried, quickly. 

" I am so sorry, baby," he said, kissing her. " Brother did not 
mean to hurt you." 

" Look, children, V/ said mamma, turning to the black-board, 
which Johnny had brought out on the porch before he spoke about 
the rooster's crow, "these two vowels (ow=ou) whenever they 
are tied stand for the sound Bess made." 



1 68 THE JOHNNY STORY. 

" They are not just alike, mamma." 

" No, they are not the same vowels, but they have the same 
sounds. Open your mouth two fingers wide and draw your lips 
together quickly." 

" Bess did make the right sound when I hurt her. And you 
said ' ow, ou,' when I tried to comb your. hair this morning, didn't 
you, Bess?" 

" Yes, I did. . You pulled it hard," said Bess. 

" Must I always say, f ow. ou,' when I see these vowels together, 
mamma?" asked Johnny. 

" No, but you will soon learn from the sense of what you are 
reading, how to sound these vowels properly. Here are two others 
which we tie together; that is, we try to make one sound when 
we say them; — 2y = 2J- You can hear these sounds when I say 
oyster, oil. And now I want you to remember that these four, 
ow, ou, oy and oi, are the only vowels you tie beneath and try 
to sound as one vowel." 

"But, mamma, w and y are not vowels, are they?" 

" Always, Johnny, when they do not begin a word or syllable." 

"Well, you never told me that before." 

"We have just come to it. This is the first time we have 
sounded ow and oy." 



CHAPTER XXVIII. 

"Why, mamma!" said Johnny, one morning, as he glanced up at 
the black-board, "what pretty drawings! Did you make them?" 

" Yes; I made them with colored crayons to help you remember 
the Short family. Here you see the picture of an apple, an Qgg^ an 
inkstand, an ox, and a boy that I meant for your uncle Nat. If you 
should forget the sounds of the short vowels, you can recall these 
pictures, and speak the names of the objects for which they standc 
The first sounds of these words will give you the short vowels." 

"I see, mamma. This will help me remember their sounds." 



THE JOHNNY STORY. 



169 



"Here, too, is a short vowel window for you to draw. Draw 
this window very nicely and leave it on the board that we may sing 
the sounds of these vowels daily to the air of l Thumbkins.' " 




i 



CHAPTER XXIX. 

"For our next lesson I' shall talk about the Long vowels. I 
will draw the long vowel window that you may compare the two. 
There are just as many of these as of the Short vowels. Their" 
sounds are so easily learned I think I can teach them all together. 
Here I have all the scales made. 1 ' 

As she spoke, she turned the board around and Johnny saw 
each letter drawn eight times. 

" Why, mamma, I don't see any difference. They look just 
like those we have learned. Surely, this is the lamb's cry," he 
said, pointing to a* 

"Has it a cap on?" 



170 



THE JOHN NT STORY. 



"Sure enough! It has not. It wears a hat. Do all the Longs 
wear hats? Let me look a little closer. Yes; every little long 
fellow on the board has his hat on." 

" You must remember that these lock just like the short vowels. 
It is the macron hats that show the difference in their sounds. 

" A opens the teeth the width of the end of the little finger. 
' " E spreads the lips and almost closes the teeth. 

11 I opens the teeth almost two ringers. 

"O draws the lips in the shape of the letter itself. 

" U has a double sound equal to yoo. 

" Sound with me as I point to these letters: a, e, i, 5, u. And 
now, that you may learn these sounds, sing with me as I point. But 
first let me draw a macron hat over each letter. Sing to the air of 
the National Hymn:" 

A, a, a, a, a, a, 

fci, 6? 65 ©? ©j ©5 

I, U U i- 

O, o, o, 0, o, o, 

0, u, u, u, u, u, 
/\, ©5 a 9 Gj a s 65 
T, o, I, o. 

" Let me turn the board 
around for you to see the long 
vowel window. We must sing 
these sounds, also, every day, 
( to the air of ' Thumbkins.' " 

" What is that little kitty 
under the window saying, 
mamma?" 

" She is very young and 
has lost her mother. She is 
crying, 'm-ew, m-ew.' Her 
cry gives us the sound of u 
long and of these (ew) 
vowels." 




THE JOHNNY STORY 171 



CHAPTER XXX. 

"I brought my fishing pole and a little basket with some 
worms in it, mamma. Uncle Nat promised to take me to the 
creek this afternoon. I am not sure that it is right to fish. It 
seems cruel to think of their swallowing a sharp hook and being 
dragged out of the water to die." 

" To say nothing about the poor worms, dear," said Mrs. Jones, 
smiling. 

U I do feel sorry for them too. Ugh! We are only going to the 
pond for the fun; I don't care to catch any fish." 

" While you have the basket so near you, I wish to call your 
attention to the sound you made just then. This may help you to 
remember the sound of u circumflex, which I shall 
talk about at another time. I shall now leave you to 
outline the basket and the worms, with the request 
that you say ugh I quite often when thus employed.'' 

" Come, then, Bess, and help me sound as I draw," uetT 
said Johnny. 




CHAPTER XXXI. 

" Come here, Johnny," said Mrs. Jones, one morning. 

Johnny knew there was to be a pleasant talk, for his mamma 
stood before the black-board with a pointer in her hand. 

"Why, mamma," he exclaimed, "how many ponies !" 

" Let me first show you something and I will explain about 
the ponies afterward. Look at these vowels with the r following 
each: or, ur, er, ir, wor, yr, ere, are, ar and ar. When I 
first taught you about this letter (r) I called its sound 'the cross 
dog's growl.' 

"I wish you to think of this whenever you find r m front of 
a vowel; but when you find this letter following a vowel — that 
is, when a vowel is found in front of r — the latter has a very 



172 THE JOHNNY STORY. 

different sound. Say after me rat, tar. Observe closely the 
difference in the position of your tongue. In the first instance it 
curls up until its sides rub against the inner sides of your upper 
teeth. But when you say tar it keeps almost still, scarcely moves 
at all. 

"Take other words — red, her. Here you observe the same, 
with this difference; the sound of er does not part the teeth as 
much as that of a'r in tar. Still the tongue is quiet; you can 
scarcely feel that it moves at all. 

"Take two other words, rip and fir. Here we find the rough 
r in front of the vowel, and the smooth, or glide r, following it. 

" The different sounds of this letter, as heard in the spoken 
words, prove to us that it always growls when found at the front 
door of a word, but is very quiet when it follows a vowel. 

"That you may remember this, you may think of these vowels 
as of different ponies, and of the r which we always find close to 
each, as a hitching post. In marking words containing these ' pony 
vowels' we must do what we never before have done; we must tie a 
vowel to a consonant. We do this to show that there must be no 
separate sound given to the consonant apart from the vowel. Here- 
tofore, we have tied only consonants (as, sh, ch), or vowels (as 
ow, oi ) ; but in the words to which I now refer, we tie the vowel 
to its r. I say to its r because we never tie a vowel to any other 
consonant. We do not wish you to sound h-e-r, f-i-r, w-o-r-k; 
but h-er, f-ir, w-ork. 

" Again, in marking such words, first mention the name of the 
mark placed above the vowel, after which sound as you tie. There 
need be no confusion if you will just remember that the tie must 
be made whenever r follows a vowel. To help you remember this 
I have sketched these ponies and tied each to its hitching post." 

" O, mamma dear, please wait until I bring Bess to see the 
ponies. She may choose, and then I will say which one I like best." 

Bess was changing Jenny's dress when Johnny burst in upon 
her, saying, " Do come and see what mamma has drawn. Here are 
the ponies tied to the hitching posts." 



THE JOHNNY STORY, 



173 









" Sure enough, mamma, the hitching posts are all alike. The 

last pony looks as if it might bite." 

"No, Johnny," returned Mrs. Jones, "he is the Italian pony. 

We will think he is sleepy and opens his mouth wide to yawn, because 

we must open our mouths wider for this than for the other sounds." 
"But how are we to know the different neighs of these ponies?" 
" By the vowels themselves. Can you give me the short sounds 

of these vowels ? " said Mrs. Jones, printing o (short) upon the 

black-board. 



174 



THE JOHN NT STORY. 



Johnny cried, "O, O, kitty ! Get off the table, " pretending he 
saw the cat there. 

" That is correct, m) 7 son. Now prolong that sound; continue it." 

" How long, mamma?" 

"Well, in this manner: o, 6- Now, v/hen you find o standing 
in front of r and do not find w in front of this vowel (o), you must 
draw this little tent above the o and sound as you tie the 'pony 
vowel' to its hitching post. You may make this picture of a tent 
several times and say ' circumflex,' until you remember this long 
word." 







" Is circumflex the name of the little tent you drew above that O?" 

" Yes, dear, and I wish you to learn to say ' circumflex.' " 

" Please tell me again why we tie, mamma. We have never tied 
a vowel to a consonant before." 

" We tie, in these cases, to show that the vowel and consonant 
sounds must not be separated; also, to help us remember how little 
sound r has when it follows a vowel; how different its sound from 
r when it begins a word. 

" Say rod, rot. Can you not feel your tongue curl up as these 
words are pronounced, and do you not realize how still it is when it 
says tor and nor?" 

" Why, yes, mamma, I can understand now since you have told 
me about my tongue." 

"Another thing, my son. In words with 'back door-keys,' we 
must mark the vowel first, and, after tying the pony to its hitching 



THE JOHNNY STORY 175 



post, we must continue the tie under the final consonants; thus, 
corn." 

"It would seem more like a bridle, mamma, if the tie could be 
made over the two letters, would it not? " 

" Yes, dear, but as this is not as convenient, we will just think 
there is a ring at the end of the bridle which slips over the hitching 
post and falls down to the ground." 

" I have seen horses fastened by an iron weight. I will just think 
of an iron ring at the end of the bridle that drops as it is slipped 
over. Must I always tie the O to the r, when I find them together?" 

" No, not always. In some words where th final follows or, 
the o is marked long. These we shall learn after we are through 
with the ponies. Let us take a pair of ponies to-day." 

" Leave them all on the black-board, please, for I like to look 
at them." 

"To-day let us make scales of o short and or circumflex, and 
sing up and down; this will aid us in giving the correct sound. 
I have, also, printed these words upon the board: or, for, nor. 
Observe closely, not one begins with w. This will lead us to 
think that w changes the sound of or; therefore, the words begin- 
ning with wor must be marked differently. You may say 'circum- 
flex,' when I draw the mark above, and sound when I tie the 
vowel to its consonant r. Since ar sometimes says or, I have 
drawn two ponies . just alike. You may think they have been trot- 
ting a long distance and have returned hungry and tired. They 
say 'or, ar,' because they want hay. We will sing the following 
stanza to the air ' Thumbkins Says I Dance:'" 

"Now, little ponies, stop; 

We are at home at last; 
Stand right here by your hitching posts. 

Then maybe I can tie you fast." 

Chorus:— or •, or, or, and ar, ar, ar, 



Hungry ponies ask for hay. 



176 



THE JOHNNY STORY. 





"Ha! ha! I like that. To which family do these ponies belong?" 

" We may think they belong to the children of Mr. O Short, 
because these look like words of the O Short family. In some words 
the sound of a is just like circumflex o ; for this reason I have drawn 
another pony by the side of this hungry one.'" 

"Do two dots under a make it say or? I see it is marked in 
this way on the right hand pony." 

" Yes, dear. It will help you remember this, if, after you have 
outlined these ponies, you will make equivalent scales of or=ar 
and sing, holding lips and teeth in the same position." 



CHAPTER XXXII. 

Ur^Or. 

>— ' >\ 

"Which shall we have this morning?" asked Johnny, placing 
the pointer in his mamma's hand. 

" We will talk about the u circumflex pony and his mate. This 
is the sound of u short prolonged. You may remember I referred 
to it when we talked about the fishing worms. Just continue the 
sound of u short. Look at the ponies." 





"Another pair! " 

" Yes, but I can not place the circumflex above both vowels, 
because this mark (a) above o shows that the sound of O short 
must be prolonged. For this reason, I place it below when this 



THE J0HNN2' STORY. 7*77 

vowel is an equivalent of u circumflex. Sound, as I place this mark 
above the u and under the o, in the following words:" 

cur word 

fur work 

spur worm 

" Here, also is a stanza about these ponies which I wish you to 
learn, after which you may outline them and print your scales: 1 ' 

"Now, little ponies, tell 

Whether your neigh means No, 
Don't you like to be tied at all? 

If not, try to tell me so." 
•\ 
Chorus: — "Ur" and "or," I do believe, 
Ponies, try to tell me so. 

"Now .we will sing these (ur=or) scales, alternately." 

"What does that long word mean, mamma? " 

'-'-Alternately, in this case, means to sing first one sound and then 
the other as we go up the scale; as, ur 5 or. Watch the pointer 
closely. Observe that I shall touch first one and then the other. 
This will help you remember that both sounds are alike." 

"And must I always draw the circumflex under o when I wish 
to show that this vowel sounds like ur? It looks as though I want 
to draw a little tent over one letter and make the other letter (o) 
stand on top of a tent." 

"You must always draw the mark in this way when you find w 
right in front " 



CHAPTER XXXIII. 

THE THREE ENGLISH PONIES. 

(the wave vowels.) 



" To-day I wish to talk about three English ponies. Here you 
see them tied to their hitching posts waiting for you, Bess and 
myself, to take a ride." 



178 



THE JOHNNY STORY. 






" I should not trust you or Bess on such restless ponies, mamma. 
They rear up as though frightened at something." 

"I have outlined them in this way for a special purpose. Observe 
the wave line drawn above each vowel. We will think of this as 
the picture of a little snake. I have also drawn a snake crawling 
toward each pony. He is afraid of it and makes this er sound. Do 
not part your teeth as much as for ur or or." 

" When I draw this sound out it makes me think of the 'whinny ' 
of a horse, mamma. Did you say the three English ponies ' whinny ' 
in the same way ? " 

"Exactly alike. Here are the scales; — er==jV=yr. As you 
look at them, sing with me: " 

Three English ponies tied 

Each to a wayside stake; 
He.ar them neigh in a frightened way, 

Just because they have seen a snake. 

Chorus: — Er and ir, and yr, and yr; 

All afraid of a little snake. 

" Now take the chalk and mark the following words. Remember 
to draw the wave over each vowel before you tie it to its r and 
to sound as you tie,' also, be sure to say 'wave' as you draw this 
little snake:" 

her berth fir firm myrrh 

" What a funny word, mamma — the last one, I mean. I can 
not see why they print two silent consonants at the end of a word, 
unless it is to give us some busy work. I like to mark out silent 
letters, though." 



THE JOHNNY STORY. 



179 



CHAPTER XXXIV. 



e=a. 



" E and a are the only circumflex vowels left. As these sounds 
are alike, I have tried to make these ponies resemble each other.'" 





"Why do you place the e pony first, mamma?" 

u Because you must sound e (short) and afterward prolong the 

e sound, to obtain the correct sound of e and a (circumflex). 

It was in this way I taught you how to sound O and u (circumflex). 

I first gave you the sound with which you were familiar and 

from this known sound you learned the others. Here are the 

scales for you to sing:" 






=ar&. 



" Why do you mark the last e silent in both of these scales? " 

u For the same reason I mark e final silent in words of the Long 
families; because it has no sound." 

"But why do you print it with the scales? Why not make the 
scales er=ar?" 

"I print the final e, in both scales, that you may remember 
there must always be a silent letter in every word in which e or a 
circumflex is found. There are not many words with e circumflex; 
as these look exactly like words of the e Long family, I have printed 
them, repeatedly, for you to mark. In this way, words become 
familiar to the eye. For to-day, you may take the two sign-board 
words, there and where, and the pronoun their. Print each 
word ten times and mark, after which I will hear you ask questions, 
bringing in a sign-board word, or the pronoun, each time; as, 



180 THE JOHNNY STORY. 

4 Where is Bess?' 'Is Gyp there?' 'Have the children found 
their books?'" 

"Are these three words all we shall find with circumflex e, 
mamma?" 

u No, dear. We shall take bear, wear and tear, after we have 
talked about these. There are, besides, other words, such as ere, 
e'er and heir; but I wish to explain their meaning before you 
mark them." 

u But these circumflex ponies. Where do they belong? I want 
to think of them as belonging to the children of some Long 01 
Short family." 

"Well, think of these as the ponies of Mr. E Long. As I have 
said, these words look so like the words of Mr. E Long's family, 
the only way to distinguish them is by becoming familiar with them, 
which can soon be done by marking, alternately, words like here, 
there, tear, tear. The meaning of the word will aid us in 
determining its correct marking. If I read, 'He shed tears,' I know 
the e is long; but, if 'He tears his clothes,' then I understand that 
the circumflex mark must be used. 

" The words of the a circumflex family are easily determined 
— they end in re or ir; by which I mean when re or ir final 
follows a, we must mark the e or i silent and the a circumflex." 

" Must we always mark out a silent vowel before we mark 
a circumflex, just as we do in the e circumflex words?" 

" Yes, dear, and by doing this we shall not mistake the sounds 
of the vowels in such words as farm and berth, because in these 
words there are no silent vowels found. I place here, side by 
side, words of the a long and the a circumflex families for marking. 
These I sliall expect you to mark without my assistance: " 

babe bare t fair 

fade fare pair 

hale hare hair 

male mare lair 



THE JOHNN7 STORY. 181 

" Let us now sing this stanza about these ponies, after which 
you may outline them:" 

O, what a handsome span! 

Look at their glossy manes. 
Bess, be sure that you sound aright; 

Sound with me as I draw the reins. 

Chorus: — Er&, e^r, ^ar, and ar&, and air. 

Let me tie this handsome pair. 



CHAPTER XXXV. 

a ITALIAN. 



" As this letter has no equivalent, I have represented its sound 
by a single pony tied to its hitching post. 




" Open your mouth wide enough to insert two ringers (one 
above the other) between your teeth, and say a. The two dots 
I place above may remind you of two fingers. Keep your mouth 
in this position while you sing up and down this scale. This is 
the sound that opens your mouth wider than any other sound. 

" You may think of this as Mr. A Short's pony, because 
Italian a is found in the words of three and four letters; words 
that look just like those with a short, the r after the a making 
the only difference. Do not these two words look alike — cat, 
car? We will call this an Italian pony, as this is the name of the 
vowel. We may also think he is sleepy and opens his mouth 
quite wide when he yawns. This will help us remember that we 
must open our mouths wide to make this sound. 



i82 THE JOHNNT STORY. 

"Part your teeth the width of two fingers (one above the 
other), and say a. In marking the word far say 'Italian' as you 
place the two dots over a, and sound as you tie the vowel to its 
r; or, rather, as you throw the bridle over the hitching post. 
In marking farm, make the double tie as you sound. Now keep 
your mouth open and laugh on a Italian." 

"Why, mamma! How funny!" 

"We all use some vowel sound when we laugh. You, usually 
laugh on e short; Bess laughs on i short; Your papa on o short 
and Uncle Nat on u short. Aunt Edna uses a consonant in con- 
nection with u short. When she laughs heartily it sounds like 

yu, yu, yu!" 

"Why, mamma, that is the very way she laughs." 



CHAPTER XXXVI. 

"Have we had all the pony vowels, mamma?" 

" Yes, dear. You will remember that we classified a broad 
with o circumflex; by referring to these ponies again, you will 
observe that, in outlining them, I have not made them as long as 
the others; they are short and thick-set. This may help you 
remember the name of a broad. As I sound a and a, alternately, 
observe the rounding of my lips. 

" There is another sound of a, to which I wish to call your 
attention. We call this short Italian a. Say a with two fingers 
between your teeth, and then slip one fjnger out and try to make 
the same sound. As one dot over a makes it say 'a,' you may 
think this dot stands for one finger. Keep a finger in your mouth 
as you sound a, a, alternately, and observe that your lower teeth 
mish your finger up when you sound a and that your lower jaw 
must drop again before you sound a." 

" Here are the scales which we will sing, alternately, that you 
may realize the change made in the position of the teeth": 

a a. 



THE JOHNNY STORT. 183 

"Is there a short Italian pony. 1 ' 

"No, dear; short Italian a is never followed by r«" 

"But how shall I know when to place the one dot over?" 

" By the consonants which follow a. It will require a number 

of lessons to learn this, because we find so many words in which 

this sound occurs." 

' l You said that w in front of ar changed the sound of a; when 

w comes after a, is it just the same?" 

"Yes, dear; always place two dots under a when it is followed 

by w. There is this difference, however. The w that stands in 

front of a says w, but the w that follows a can not speak; he is 

always silent. For this reason, we may think little a is sorry for 

him and says a! " 

"Poor little fellow! I am sorry for him myself, mamma." 
" You may now take the chalk and mark these words. I wish 

to hear if you sound correctly:" 

caw, daw, law, paw, raw. 



CHAPTER XXXVII. 

" Our visit to grand-pa's is over, Johnny. We return to the 
city to-morrow." 

"How much I have learned since we came!" 

" And it pleases me greatly, my son, to know you have enjoyed 
the lessons. Your papa sails for Europe soon. Upon his return 
you must surprise him." 

" How, mamma? " 

"By reading easily and naturally any thing I desire you to." 

"But shall I be able to do this?" 

"Yes, dear. I shall, of course, ask you to read nothing you 
can not understand, and you will be able to read the stories found 
in any book as readily as those in your Reader. By becoming 
acquainted with the different families of words, you learn to recog- 



1 84 THE JOHNNY STORY, 

nize them much more rapidly than where words are presented 
singly." 

''Are words ever taught in this way — one at a time? If so, 
how long it must take, mamma." 

" It does, Johnny, and beside, pupils do not become thoroughly 
acquainted with words when they are taught to read by sight. 
This marking and sounding carries out a Kindergarten principle. 
You learn by doing" 

"It has seemed just like Kindergarten work to me;- the forming 
of letters, the singing and outlining. I almost forget, sometimes, 
that I am not back in Miss Brown's Kindergarten." 

"Yes, dear; I certainly think this Synthetic Method should be 
considered the connecting link between Kindergartening and Primary 
work in our public schools. Children are always happy when 
engaged in some pleasing employment. The reason you have 
enjoyed our lessons is because you have been kept busy all the 
time. It has been outlining pictures, or singing, or marking, and 
something new every day. You are too young to realize the benefit 
of these lessons. They teach you to reason and develop independent 
thought. As you grow older you will understand this better. Bess 
has a sweet voice; we must teach her to read by this method, and 
when she grows older and her voice is trained, it will require no 
effort upon the part of her hearers to understand the words when 
she is singing. The sounding of front and back-door keys is as 
important in singing as in reading. Hereafter, in singing the little 
songs arranged for this method, let us be very careful to pronounce 
our words distinctly." 

" When Bess is old enough, I may teach her to read, may I not? " 

"You may, Johnny. Even now she can sound as you turn the 
Rotary." 

"Yes, and she can outline pictures and print family names." 

" I have another pleasure in store for you both. In a very short 
time I intend to buy a Paragon Color Study. With this new 
device, I can show you how the blending of two colors makes a 



THE JOHNNY STORY. 185 

th^rd There are blank forms arranged for this work, the coloring 
of which will afford you a delightful occupation. " 

"After I have learned to color, may I not draw the ponies over 
and paint them, mamma?" 

" Yes, Johnny, if you will try to think of the sounds of the 
4 pony vowels' while you are at work."" 

" I shall paint the e and a circumflex ponies jet black and the 
frisky English ponies a rich brown. O, how I shall enjoy this 
painting! And Bess — it makes me happy to think how much 
I c%n teach her!" 

"And just think how much you will enjoy reading stories to 
your sister! When she comes to me with an open picture book 
I can say, 'Go to brother, baby; he can read almost as well as 
mamma now.' " 






From the Author to the Tgachgr. 



The design of these songs is to make the first lessons of reading easy and 
attractive. 

Teachers who have tested the Synthetic Method understand that much 
depends upon a pleasing presentation of the sounds of the letters. Children 
are fond of singing, and the letters, arranged to familiar airs, afford them 
daily recreation and most profitable drills. 

The ladders, windoivs and letters (c and g) should be copied carefully 
upon the black-board, with colored chalk, and permitted to remain there for 
daily singing until the sounds of the letters are made perfectly familiar. 

During the singing, the pointer must move up and down the ladders and 
along the window panes, that pupils may look closely at each letter as its 
sound is produced. 

It adds greatly to the interest to permit each pupil, in turn, to " point 
out" the letters while the others sing. 






Meredith, Music Typographer, 296 Dearborn St., Chicago. 



&£££ ■•'/■> y: ■•>>• 
£*- L - ■■-■■. 







'Ait- ~ t--* . 



\ ^ ~ a a A A - ~ 



4 



c* 




'U 



& 
I 



I, 



s .../ 










_ m M -aff 

-— m M — M 



M- 



M 



-M- 



M 



-M- 




-*- 



.■^■!.--J|-U*t" 




, / 


-] 




















] 


J 




















/ 










1 


1 


L L 








(( 


X 






7 


1 l 




Jj L 


T 




I 


V 


J 




i i 










^ L 


-L- 




t 


-i- 


i 














L -L- 




¥ 



v _^ V__«v 



--— y- 



-V- 



8 



~-s_.»_ -.:"- -• -'-- 










WINDOW SONGS, 



9 



4> 



Air.— "THUMBKINS SAYS, I'LL DANCE. 



in^ipiifei^^iiiiisi?si 



Vowel one is a; 

Vowel two is e ; 

Three and four are i and o ; 

Five and six are u and U ; 

Chorus. 
Sound and sing, ye merry little ones, 
A, e, i and o and u. • 



Vowel one is a ; 

Vowel two is e ; 

Three and four are 1 and o ; 

Five and six are u and U ; , 

Chorus. 
Sound and sing, ye merry little ones, 
A, e,I and o and u. 





* Draw these windows on board and point to letters as pupils sing. 



10 



WINDOW SONGS-Continued. 



iipispsg^^sppsii 



Letter one isf; 

Letter two is h ; 

Three, four, five are k, q, € ; 

Six, seven, eight are p, s, t. 

Chorus. 
Sound and sing, ye merry little ones. 
F, h, k, q, p, s, t. 



Baby sleeps, Sh, ch ; 
Children sneeze, ch, kch; 
Blow out light now wh and wh; 
Sneeze again, eh, ich and ch. 

Chorus. 
Sound and sing, ye merry little ones, 

Sh=gh ; ch= ich; wh and wh. 




WmMMI^^^MM 




tfif fr " '• i " v ; ~ — — — ■""'" ""■ ''"''* it ' = 



WINDOW SONGS-Continued. 



11 



tia i^sgpgggggggggp pgggj 



Letter one is m ; 

Letter two is n ; 

Three and four are 1 and r ; 

Five and six are v and w. 

Chorus. 
Sound and sing, ye merry little ones, 
M, n, 1, r, v and w. 






Letter one is b ; 

Letter two is d ; 

Three and four are j and g: 

Five and six are y and g 

Chorus. 
Sound and sing, ye merry little ones, 
B, <*,j,g, yandg. 





12 



WINDOW SONGS-Continued. 



[gfpgS p^ggiagappgga 



Run quick, Fido, c. 
Hear the bees buzz, z. 
Hiss like geese now th and th . 
Sing with me x, x and x. 

Chorus. 
Sound and sing,ye merry little ones, 
C, z, th, t^-. x and x. 



First of owl is ow : 

First of out is on : 

Oyster starts with oy like oi, 

Oy, oy, oy as heard in boy. 

Chorus. 
Sound and siug, ye merry little ones, 
Ow, ow, ou, ou, oy and oi. 




m§$x(^^m^ 




WINDOW SONGS-Continued. 



13 



fpf^g sp^gj^gjp pgsa 




First row oo, o, u; 

Next row oo, o, u : 

Third like first row, 00,0, u,: 

Fourth like second 00, o, u. 

Chorus. 
Sound and sing, ye merry little ones, 

Oo, o, u, 60, o, u, ew. 



14 



LETTER SONG. 



Air — " Yankee Doodle. 1 



^ f^g j^^Ejis^^a 



i 



^EjE p^ ^zEgJE*=====? =^ | 



ii^l^i^ 




3=3 



+ # 



H- 



g 



-*— #- 



^=3 



=@=l=^l 



aaaaaaaa 
m m m m m m 

a* m ~a m am am 

IT It m m a a 

nlnlnlnl 

1 n 1 n 1 n 

nlnlnlnl 

1 n 1 n 1 n 

Cho. a a * a a a a a 

m m m m m m m 

1111111 

n n n n n n 



vwvwvwvw 
w v w v w v 

vwvwvwvw 
w v w v w v 

m n m n m n m n 

v w v w v w 

m w n v m w n v 

a a a a a- a 

Cho. v v v v v v v 

w w w w w w w 

v w v w v w v 

ww v v w w 



(Arrange other sounds to this air.) 



C HARD. 



15 



Air.—" HERE WE GO BOUND THE MULBERRY BUSH. 



tgg=aig3^$i^ ^g ggEg ^i lgig g 



m^g t m^mmm^ Bf^mii 




Finding this c in front of aT, 
in front of o^ 
in front of iT, 

In front of 1, r, k and t, 

We mark and sound it-e, «, 



eat. 

€Ot. 

eut. 

«lass. 
erash. 

baek. 
ta«t. 



Finding no letter after c, 

after c, 

after c, 

Finding no letter after c, 

We mark and sound it €, -e. 



sa«. 



16 

EEES: 



G HARD. 



w^^^^m ^^^^^m 



^to=F>HH— ?-f> : — r— i — M^ — * 



3 




Finding this g in front of aT, 

in front of o* 

in front of uT. 

Standing in front of 1 or r, 

We mark and sound it g, g, 

Finding no letter after g, 

after g, 

after g, 

Finding no letter after g, 

We mark and sound it g, g, 

Finding this g in front of h, 
In front of h with i before, 
Standing in front with i before^ 
We mark both letters silent. 

Finding ihis g in front of h, 
In front of h with u before, 
Standing in front with u before, 
We mark and sound -gh-, -gh-, gh-. 



: 3^i~= 



II 



gas. 

gone. 

gust. 

glass. 

grand. 

bag. 
rag. 
sag. 
nag. 
tag. 

ni&lsL 
sig*3. 
tigkt. 

laugfe. 
cough, 
tough, 
rough. 



C SOFT. G SOFT. 



17 



g=aig3!gg=pa=Sg= gp piM^ 



teaJg^g^E3=gg5gp p 



II 



C soft s=c. 

Finding this c in front of IT, 

in front of i. 

' in front of y. 

Standing in front of e, i, y, 

We mark and sound it 9, c, 



G soft j— g. 

Finding this g in front of e^ 

in front of i. 

in front of "y. 
Standing in front of e, i, y, 
"We mark and sound it g, g, 




cell, 
cite, 
cyst. 




18 



U and U. 

Air.— "HOLD THE FORTV 



\ p£mmm^ m$^m^m 



1. Watch the pointer eve - ry pu-pil, Keep the rules in view ; Learn the u long 

Chorus. 



a # ' ' Chorus. 



V— h* — -— *— ^ 

in this new song, Al - so learn the u. 



R sh zh y changes u long 




In -to 11 you, see; So remember when you mark it, What its sound must be. 



ew 
2. Just the same, when these two vowels 
After r are found ; 
Also after ch and y,too 
Lips must still be round. 
Chorus.— Rue, rude, rule with shute, yule, treasure 
(Make your sounding clear;) 
Brew, drew, crew, with grew and chew yew. 
Two dots under here. 



3. When the letters r and sh, zh 

Do not stand before, 
Then we make the u that follows 
U and nothing more. 

ew 
Chorus. — So whenever these two vowels 
Do not meet our view, 
Following after r, & ch, y, 

Then we mark them ew. 

4. Due, fume, dupe, mute, nude, pure, tune, dude. 

Straight line over u ; 
Dew, few, hew, mew, new, pew, stew, view, 
Just the same will do. 

Chorus. — So, hereafter we'll remember 
Now, while we are young, 
We must learn to speak correctly, 
This, our mother- tongue. 



THE CROOKED MARK. 

Air.— "TRAMP, THE BOYS ARE MARCHING.' 
Caps, cats, hacks, staffs. S (The hiss.) 



19 



t ppg= ppp^^^|gi^^^^ 



1. When we find this crooked mark, At the end of an - y word With the 



fegga^feg fefcfe^ ip^ 



sound ofp, t, k, or f be-fore, We must try to make the sound that the 



m?^£m^ m &-&m3m^m 



lit - tie piggies heard When old Growler sprang to chase them from the door. 
Chorus. 




S, s, s, But do not bite them; This was Tora-my Tuck-er's call; And the doggie seemed to know 



iagiiiiigipsia^g ^pgppfl 



wor 



He must bark and make a show, Just to frighten them a- way But that was all. 

Z=S 
Lads, bags, hams, fans, cars. 

2. When we find this crooked mark 
At the end of any word, 

And then do not find p, t, k, f, before, 
We must mark and make the sound 
As though bees were buzzing round, 
Just as though we heard them buzzing at our door. 

Chorus. — S, s, s, the bees are buzzing; 

No, no, Growler, do not bark ; 
'Twas not s, s, that I said, 

But s, s, s, s, instead; 

So lie still and hear me sounding as I mark. 
Z=S 
Cows, boys, toes, pies, days. 

3. When we find this crooked mark 
After voice or vowel sounds, 

Such as ow and oy and 66 and 1/5 and ay, 

We must try once more to think 
That the bees are buzzing round, 

And s, s, s, s, s, s, s, s, s, say. 

Chorus. — S, s, s, the bees are buzzing, 

j. j. j. 

Busy fingers, faces bright ; 
And remember every day 
That whate'er we do or say, 
We must always try to do and say aright. 

Exceptions to s, after vowel sounds are found in words rhyming with house ; also in, 
ds containing " tilde sounds" as verse. 



20 



THE SOUNDS OF A. 

Air.— "WAIT FOR THE WAGON.' 



i 



& 



3 



1. Come, all ye lit - tie peo 
We al - so sound our a 



pie, And join our song to-day; It 

obscure , And e obscure the same ; While 









a, And a, a, a, 



is a-bout a, a, 

u short sounds almost like a, But bears a-noth-er name 



a. | Sound all to - geth - er, 



ae. j 



U.zt-U ^=^ ^^=^ f-rt^ m 



Sound all to - geth-er, Sound all to-geth-er a, a, a, a, 

2. We throw our lips wide open, 

To sing a, a, a, a; 
And only partly close them 

To sound a, a, a, a, 
And next our mouths at corners, 

We slightly inward draw, 
Before we change a, a, a, a, 

To a, a, a, a, a. 
Chorus. — Sound all together etc. 

A, a, a, a, a, a. 

3. We place the one dot under 

To sound a, a, a, a; 
Like a, a, only shorter, 

The same as o, o, o. 
O, dolly ! I must wash you 

Before we go to tea ; 
Then you may watch Bob making 

A swing for you and me. 
Chorus. — Sound all together etc., 

A, a, a, o, o, o. 

4. When two lines run together 

And meet above this way, 
The circumflex must show us 

The sound is a, a, a. 
But when right through the centre 

We draw the line instead, 
We give it then the e sound, 
Just as 'tis heard in " red/' 
Chorus. — Sound all together etc. , 
A, a, a,-Sr,-a-, -fir. 



a« a* 

IS 1 /-» 



LETTER SONG. 



2t 



Air.— "MY COUNTRY, 'TIS OF THEE. 



E 



*# 



9 L^ 



i=B=£3 



M, a, m, a, m, a, 



2=5 



r, n. 



tmm 



^=^=t 



=j=^ 



1, w, 1, w, 



e, e, e, i, i, i, 



o, o, 



tmm. 



St 



t=tti 



3==fe 



t=£^ 



e, e, , e, i, i, i, 
o, o, o, u, u, u, 
V, V, V, z, z, z, 



o, o, o, o. 



3. ow, ow, ow, ou, ou, ou; 



ST' 


oy, 


oy, 


oi, 


oi, 


oj; 


oo, 


oo, 


oo, 


00. 






00, 


oo, 


oo, 


00, 


oo, 


ob ; 


Q, 


Q, Q, 


Q> 


Q, 


q; 




?» 


0, o, 


?' 


?' 


o; 





fir, er, ir, or. 



— * 



i 



U, U, U, V, V, v, z, z, z, o, o, o, o. 

. % M, a, m, a, m, a; 
r, n, r, n, r, n; 
1, w, 1, w; 



4. cl, cl , 11, U , a, £1 ! 

a, a, a, a, a, a ; 

a, a, a, a. 

a, a, a, a, a, a « 

a, a, a, a, a, a; 

a, a, a, a, a, a ; 

•Hrj Ttrj ~*^j "Wi 



22 



A SONG OF THE SOUNDS. 




£=hz=* 






1. John-ny sang a a with his lips apart,As he tho't of the lambs at his grandpa's home ; 



m 



Then an- oth - er sound, as he danced around, With his lips to-geth-er, m, m, m, 



2. Then his upper teeth pressed his lower lip 

As he tried to blow his breath right through ; 
And mamma explained, "That is Kitty's hiss, 
F, f, f, f, f. You must make it true." 

V. 

3. Soon his sister came, baby Bess by name, 

And, "Do show me brother, too," she said ; 
tl Well," said Johnny, " So! Now be sure to blow." 
But she made this sound, v=V instead. 



4. "Now, I'm cross, you see, Bessie, look at me, 

I'm a big black dog on the porch at night ; 
K, r, r. Take care! I can see you there: 
Little girl, run fast, for this dog can bite." 

5. Johnny did not know Bess was frightened so, 

Till he saw her fly through the open door; 
"Come back, pet," he said, "do not be afraid, 
And I will not growl at you any more. 

6. " Now, whate'er I say, mind, is all in play ; 

My mouth is a cave and my tongue a bear; 
If you just peep in through the double doors, 
You will see him resting and quiet there. 

7. " But he oft moves round when I make a sound, 

Both up and down, as I felt him then ; 
He can reach so high when I talk or cry, 
He can touch the top of his small red den." 

1. 

8. Said mamma, " See mine ! When I say ' long line,' 

The point goes up to the ceiling too ; 
When 1, 1, I sing, I can feel him spring. 

Now, Johnny, show what your bear can do." 

n. 

9. " N, n, ii, Bess dear, hold your finger here ; 

You can feel mine start on another track ; 
For he goes straight up, not so near the front, 
And he strikes the ceiling farther back. 

I- 
10. " We have barked like dogs, let us both play frogs, 
With tongues far back to the ceiling pressed ; 
Now our throats must work with a quick, short jerk 
G, g, g, g, g, while our lips must rest. 



23 



t. 

11. " Let us now play tick. Bessie, wind me quick ; 

I'm papa's gold watch ; you can hear me go ; 
Stand beside my knee, turn your ear to me, 
For t, t, t, t is a whisper low. 

s. 

12. " Now one whisper more, not like that before, 

For s, s, s, s is the sound you hear; 
And it means, Take care, little piggies there ! 
Run out of the yard for a dog is near. 

d. 

13. "This the pigeon's cry and her mate's reply 

As I heard them talk on the old stone wall ; 
'D,' the first would say, and then, just this way, 
1 D, d, d, d, d,' the next would call. 

b. 

14. " Watch the pointer, Bess ; let me hear you guess 

The sound that stands for this letter. See ! 
Lips together, too. Push the sound straight through, 
B, b, b, b, Bess, Baby, look at me." 

k, q, -e. 

15. " O! please, brother, show where my tongue must go 

When the fish-bone sounds k, q, -e, are made." 
"Tell your tongue to rise farther back," he cries, 
" When the words i Kate Cole, come quick !' are said. 

P- 

16. " P, p, p, Bess, dear, do not come too near : 

Just watch my lips as I puff about ; 
I'm a steam-boat grand, just about to land, 
And my mouth is the pipe where the steam comes out. 

17 " Gryp, you're just the one. We will have some fun, 
For, when Gyp's and Jenny's names we say; 
Then, with sudden burst, come these sounds the first, 
Cr> g, g, j, j, with our teeth this way.'' 

X. 

18. " Johnny, look at me. I have printed kiss, 

And, see ! I have marked the vowel out ; 

This will leave but less ; what this (x) letter is ; 

You may sound x, x as you skip about." 

y- 

19. " O ! mamma please tell if I make this well; 

Y, y, y, y, y, is so hard for me ; 
Must I press my tongue as 'tis upward flung 

To the ceiling just as when sounding e?" 

20. " No, no, not the same. It is not like e, 

For here the tongue at the sides you press, 
And the space on top lets the sound pass out 
As the whisper does in the letter s. " 

h. 

21. Said mamma, " This'pant' is a laughing sound, 

H, h, h, h, h, Bess may make it, too ; 
Hold the left hand up near the open mouth, 

That you both may feel where the breath comes through 



24 



22. " Bess my honey-bee, come, at once, to me; 

Let me taste the sweet on your lips so red ; 
Now, just buzz away and with Johnny say, 
Z, z, z, z, z, ere you fly to bed. 



23. " W, w, w, w, w. 'Tis the lullaby 

Of the wind ; but, Bess, you have nought to fear ; 
For your mother's arms are around you thrown; 
W, w, w, w, w, Johnny, do you hear? 

24. " Sh, sh. Baby sleep until morning comes, 

Sh, £h, t, c, s. You must rest from play ; 

Johnny, take that taper and blow it out, 

Wh, wh, wh, wh, wh. That is just the way.'' 



Iplpi 



00, 0, u. 



Air— "EVENING STAR WALTZ. ; 



i=k 



£ 



I 



t=* 



3* 



^ 



i 



3 



V 



-&- 



3 



35 



Si 



rl.j i\j xtLi 



Air— "I AM SO GLAD. ; 



; feff ppfpa£|g ggggg^g^ i 



^ ^^^ ^^^^ ^ ^ 



i 



[g=g 



-» — •- 



? v v 



I 



m 



* 



■N — K — K- 



4-. L J- 



i^i^i 



REVIEW SONG FOR VOWEL SOUNDS. 

Air— " O COME, COME AWAY." 



25 



i 



9 ~9 g * g ~9 g ~# #~ 



PPf 



4~* 



r fr 



— if 1 






-fl M M- <& 1 



-#■"#■ "J ■■#■ 



# 



S 









« 



* 



io 



-#— *i 






* — •/ 



LETTER SONG 



(To 


be used 


as a Eeview of the Vowel Sounds.) 




Air— 


-"O COME, COME AWAY." 


A 


IT 


IT 


• a 


a 


E 


e' 


"e 


"e = 


-&-■&-■»- 


I = 


: y = 


= e 


== u 


o o a 


U 


u 


u 


6 


6 


Ow = 


= Oil 




oy = oi. 


(Be sure to tie.) 


Oo = 


— : 


= u 


— ew. 


(Give reasons why.) 


A 


e 


i 


o 


n y 


Oo 


oo 


o 


and u 




&r 


A 

or 


A 

or 


ar 


ar 



With rounded lips now singing: 

Then er ir yr as heard in "her," 

And ere as in " there." 



>? 



The circumflex is ur in "curd. 

The sound the same in "work" and "word:" 

A A 

In "purr" and "worth" 'tis heard: 

AAA 

Ur ur ur or or. 

A A 



A^ a\ e^ ei ei&K 

(Equivalents, remember.) 

Ei* == i and m I — y = y& = ig& 

O = oa, = on, = ovs = Ov\ 

U = ew (look closely) ; r sh y 

Make u long change to 65 you see: 
Ew follows r ch y; 

U u u ew ew. 



26 



DIPHTHONG CHILDREN. 



Air— "COMING THRO' THE RYE.' 



$ 



1 



— -^E-w-y—r-rV 



tr-N — h- 



A — fr 



£=^ 



b=£=£ 



» « *^ jT 



i^=3t±=V 






/tn 



rrs 



tp^ri^fpfte.^^^ ii^^^ 



tn /tn 



[ilii£sIllS2i 



p=g=* 



SErf^H 



A (Short Italian). 



Air— "JOHN BROWN'S BODY.' 




ii^— — f- h 



-* #-r-.'-d-# 



*L» 



*^# 



b=^=-r=[ 






*^0 



^^\ — i- 



\ wm=sm % 



k— f 



# — •-*-* 



SE£^ 



:^3Z^: 



i 



1— m--t— m- 

h-f—rs-r*- 



3^=3=j W 



3 



jS_ 



^h »- » :.>• ^ 



**=$=* 



H 1 ^- 



HjE^pgg 



# #- 



f 



p- — *- 



II 



00, 0, U, EW. 



Air— ' ' GREENVILLE. : 



^ gsfflia^a 



=f=f 



«fit3t 



+-*+*-& 



*f 



t± 



#-# 



^* 



I 



is 



*— # 



^: 



iz-ff 



tc 



— •— #- 



ginfes 



ROTARY BOARD SONG. 

Air.— "OUR STATELY SHIP MOVES ON. 



27 




B - ad is bad, h - ad is had, 1 - ad is lad,m - ad is mad, p - ad is pad, s- 




ad is sad, 1 - ad is lad, etc. 
'To be sung as the teacher rotates the Board. Let these drills precede lessons in Speller. 



% 






SHORT FAMILIES. 






D- 


■ an is Dan 


F 


■ an is Fan 


b - ack is back 


h 


- ack is hack 


m 


- an is man 


t 


- an is tan 


1 - ack is lack 


t- 


• ack is tack 


b 


- at is bat 


c 


- at is cat 


b - and is band 


1- 


■ and is land 


f- 


at is fat 


h- 


• at is hat 


h - and is hand 


s 


■ and is sand 


c - 


ap is cap 


1- 


ap is lap 


b - ang is bang 


h 


- ang is hang 


m 


- ap is map 


n - 


ap is nap 


s - ang is sang 


r 


- ang is rang 


b- 


ag is bag 


n - 


ag is nag 


b - ank is bank 


1- 


ank is lank 


r 


- ag is rag 


t- 


ag is tag 


s - ank is sank 


fr- 


ank is tank 



f - ade 
m- ade 
c - ame 
1 - ame is 
b - ake is 
m- ake is 
f - ace is 
r - ace is 
c - age is 
p- age 
d- ate 
1 - ate 
b - ale 
h - ale 
c - ane 



LO?s T G FAMILIES. 

is fade 
is made 
is came 



lame 
bake 
make 
face 
race 



p - ane is 



page 
date 
late 
bale 
hale 
cane 
pane 



j - ade is jade 
w - ade is wade 
d - ame is dame 
s - ame is same 
c - ake is cake 
t - ake is take 
1 - ace is lace 
p - ace is pace 
g - age is gage 
s - age is sage 
g - ate is gate 
m - ate is mate 
g - ale is gale 
m - ale is male 
1 - ane is lane 
s - ane is sane 



Adapt the words of each family to the music, repeating these as often as it is necessary 
to fill the measure. 



APPENDIX 



APPENDIX, 



SUGGESTIONS FOR FIRST GRADES. 

After all the words found on a page of the Spellers have been 
marked and sounded, lead pupils to an instant recognition of them 
by desiring them to pronounce rapidly; first up and down the 
column, and afterward from left to right. 

Print two of the same words and erase quickly, asking who 
can pronounce them. In the same manner print three and erase; 
then four, etc. 

Follow this exercise by asking pupils, each, in turn, to print 
a word upon the board, concealing it with the hand. As the 
teacher asks, "What is Mary's word?" let Mary remove her hand. 
Continue this exercise until all the words have been pronounced. 
Be sure to use only the words found on the page selected for 
special drill. 

After words have become familiar, for the cultivation of rapid 
reading, write a sentence upon the board; leave it there an instant 
and then erase, asking, "Who can tell what it was?" Frequent drills 
of this kind quicken the perceptions. 

DRILLS IN ARTICULATION. 

While teaching the sounds of the letters give such drills as 
the following: — 

Read each line slowly and distinctly, desiring pupils to observe 
closely the position of the organs of speech as the new consonant 
is repeated at tht beginning of the words. Desire pupils to repeat 
after you. Require distinct articulation: 



190 



APPENDIX. 



Ben Bolt bent his bow to hit a mark. 
Kate Cole caught her kitty in the dark. 
Dan Dwight dreamed his duck and drake were drowned. 
Fred Fyfe found a fish-hook on the ground. 
Gus Green gave his gun and game to Dick. 
Hal Hale heard that Howard Hill was sick. 
Jack and George bought Jews-harps, yesterday; 
Karl Kirk came and taught them how to play. 
Laura Long lent Lucy Lane a ring. 
Mary More asked Martha Mills to sing- 
Nellie Neal knit socks for Nathan Nourse. 
Peter Parks put pennies in his purse. 
"Quack! quack! quack!" said Quinton Quimby's drake. 
Run, Rob; run and bring Romaine the rake. 
See Sue Spears and Sarah Symonds play. 
Tell Tom Trent to take the tent away. 
Vesta Vail may visit Verna Vance. 
Willie Wirt went once to Western France. 

Let the Language go, hand-in-hand, with the Reading lessons. 
Obtain a clear conception of the meaning of the author by an 
analysis of sentences. Never assign a new lesson until the old one 
is clearly understood. Bring out the thought of the paragraph 
or stanza by frequent interrogations. Lead pupils to express, in 
pictures, the descriptive portions of the lesson. Do not criticise 
defective representations, but praise those of unusual excellence. 



SUGGESTIONS FOR HIGHER GRADES. 

(The following exercises have been introduced by special request 
of man}^ teachers. To those who desire further instruction on the 
subject of physical culture, we advise a careful study of Mrs. F. 
Stuart Parker's little book, entitled Order of Exercises. Here 
they will find this subject exhaustively treated.) 



APPENDIX. 191 

The temperature of the school-room should be neither too cold 
nor too warm. Great care must be taken to avoid extremes. Pure, 
fresh air is necessary at all times, especially during the following 
drills : — 

At a given signal, desire pupils to stand. Have them rise 
steadily and quietly, without shuffling of feet, thrusting forward of 
heads or excessive bending at waists. 

Military Position. — Place the heels together, the toes forming 
an angle of about 45 , the weight of the body resting upon the 
balls of. the feet. Hold the chest active, but avoid any extreme, 
unnatural tension in securing this position. Never tolerate a relaxed 
or passive carriage of the chest. Correct, at once, any tendency 
to thrust the body forward at, or below the waist line. Carry 
the shoulders back and down. Thrust the arms straight out at 
sides (on level with shoulders); withdraw energy and let them 
drop. They will fall into the correct position. 

The chin should be drawn easily in, not thrust forward. The 
eyes should be raised slightly above the horizontal. 
. Insist upon absolute precision in each of the above particulars. 
After taking this position, desire pupils to remain thus (perfectly 
motionless) for five, ten or twenty-five seconds. The nervous 
control thus gained will prove of incalculable benefit. 

BREATHING EXERCISES. 

(1.) — At another signal, desire pupils to place the fingers upon 
the chest, elbows pointing horizontally outward at sides. Inhale 
slowly, through the nostrils, during a given number of counts. 
Then, holding the air firmly in the lungs, strike the chest lightly 
and alternately with the tips of the fingers. Lastly, without altering 
the position of the arms, expel the air, slowly, through the lips. 
Require an equal number of counts for each of the three steps, viz.: 
ten seconds for the inhalation, ten seconds for the percussion and 
ten seconds for the expulsion of the air. Do not permit the chest 
to droop as the air is expelled from the lungs. 



1 92 APPENDIX, 

(2.) — Press the sides with palms of hands from directly under 
the arms to the waist line. Do not resist the pressure, but allow 
the ribs to yield with ea'ch movement, springing easily back into 
position upon the removal of the hands. (This exercise increases 
the elasticity of the cartilages of the ribs, thus giving the inclosed 
lungs greater freedom in expanding.) Place palms of hands 
directly under arm-pits (elbows pointing outward, not downward); 
inhale slowly and audibly through a small opening between the 
lips (the teacher counting aloud as pupils inhale). Retain the air 
during an equal number of counts; finally, expel the air from the 
lungs, the teacher counting as before. 

(3.) — Place the hands upon the hips; inhale, slowly, through 
the nostrils. Hold the air easily in the lungs. Expel, gently and 
inaudibly, through the lips. 

(4.) — Fill the lungs through the nostrils. Retain the air. 
Expel, slowly ar id forcibly -, through the lips. (Keep an active chest.) 

(5.) — Inhale. Hold. Expel, suddenly and explosively, through 
the lips. (Do not permit the chest to droop.) 

(6.) — Place fingers upon diaphragm. Fill lungs. Expel the 
air forcibly, noting the inward movement of the diaphragm as the 
breath is sent outward. 

ARTICULATION EXERCISES. 

(These drills are inserted especially for the correction of defects 
in the articulation of older pupils. Children, trained from the 
beginning by the Synthetic Method, do not need help of this kind, 
as, when the foundation is correctly laid slovenly, imperfect habits 
of articulation are never formed.) 

For making the jaw flexible, move it, lazily, in all possible 
directions — up and down, forward and back, from side to side. If 
the tongue is stiff and unmanageable, move, fold, groove, roll and 
thrust it in every direction. Trill or roll the consonant r. Repeat, 
distinctly and rapidly, words beginning with these consonants: t, d, 
r, 1, s, z, k and g" (hard). Proceed, in the same way, with the lip 
and nasal consonants and the vowels. 



APPENDIX, i93 

Give frequent drills in distinct and rapid enunciation, by means 
of exercises such as the following: 

(1.) Peter Piper picked a peck of pickled peppers. 
A peck of pickled peppers Peter Piper picked. 
If Peter Piper picked a peck of pickled peppers, 
Where's the peck of pickled peppers Peter Piper picked? 

(2.) Hear the rustling of the banners 

And the rolling of the drum, 
And the roaring of the cannon, 

As the battle groweth grum; 
And the rattling of the rain 

That the ringing rifles shed; 
And the blowing of the bugles 

O'er the dying and the dead. 

(3.) Under his spurning feet the road 

Like an arrowy Alpine river flowed; 
And the landscape sped away behind 
Like an ocean flying before the wind. 

(4.) Amidst the mists and coldest frosts, 

With barest wrists and stoutest boasts, 
He thrusts his fists against the posts 
And still insists he sees the ghosts. 

(Neither exaggerate nor slight the final consonants sts in the 
above exercise.) 

(5.) Trebonius doth desire you to o'er-read, at your best 
leisure, this, his humble suit. 

(6.) Did you? Could you? 

Won't you? Would you? 

Might you? Can't you? 

Should you? Sha'n't you? 

Had you? Don't you? 

Must you? Won't you? 

Sha'n't you? Should you? 

Can't you? Could } 7 ou? 
(Avoid such reading as the following: "Did jew? Could jew? 
Might shew? Won't chew?" etc.) 



i 9 4 APPENDIX, 

VOCAL DRILL. 

Weak, husky, "throaty " or badly placed voices will be improved 
by the practice of exercises designed to throw the tones well forward 
in the mouth. Send the following combinations directly against the 
front teeth. A clear, ringing, resonant sound will be produced. 
Keep the voice steadily in the front of the mouth. Do not permit 
the tone to waver or slip back in the throat in changing from one 
sound to another : 

(i.) nee — nee — nee — nee — nee — nee. 
( 2 . ) nee — ah — nee — ah — nee — ah . 
(3.) nee — oh — nee — oh — nee — oh. 
(4.) nee — you — nee — you — nee — you. 
(5.) nee — ah — nee — oh — nee — you. 

Happiness, surprise, joy, merriment and all light emotions 
are usually expressed in bright, clear tones and on a comparatively 
high pitch. 

EXERCISES FOR FRONT PLACING. 

(1.) I come from haunts of coot and hern ; 

I make a sudden sally ; 
And sparkle out among the fern 
To bicker down a valley. 

I chatter, chatter, as I flow 

To join the brimming river ; 
For men may come and men may go, 

But I go on forever. 

(2.) You bells, in the steeple, ring, ring out your changes, 
How many soever they be ! 
And let the brown meadow-lark's note, as he ranges^ 
Come over, come over to me! 

(3.) Tying her bonnet under her chin, 

She tied her raven ringlets in ; 
But not alone in the silken snare 
Did she catch her lovely, floating hair. 
For, tying her bonnet under her chin, 
She tied a young man's heart within! 



APPENDIX. 195 

(4.) What ho! my merry mates, come on! We'll frolic it like 
fairies frisking in the merry moon-shine! 

(5.) There's nothing like fun, is there! I hav'n't any myself, 
but I do like it in others! O, we need it! We need all the counter- 
weights we can muster to balance the sad relations of life! God 
has made sunny spots in the heart. Why should we exclude the 
light from them ? 

(6.) Oh, then I see Queen Mab hath been with you! 

She comes in shape no bigger than an agate stone 
On the fore-finger of an alderman! 
Drawn by a team of little atomies 
Athwart men's noses as they lie asleep. 

(7.) A merry heart doeth good like a medicine ; he that is of a 
merry heart hath a continual feast ! 

If the voice is sharp, high-pitched, offensively penetrating, or 
" breathy," exercises calculated to produce a softer, rounder, purer 
quality should be used. 

Direct the following sounds to the center of the mouth. Do not 
allow the breath to mix with the tone produced. (Tell the pupil to 
imagine the tone a silver wire, and the un vocalized breath a mist 
surrounding the wire. We desire the wire without the mist, i. e., 
the pure tone without the audibly escaping breath.) 
(1.) ah — la — O — ah. 
( 2 . ) O — aw — la — aw . 
(3.) 00 — aw — O — la. 
(4.) la — do — fa — la. 
Work for soft, rich, soulful tones, wholly devoid of the harsh, 
metallic quality the pupil is striving to overcome. 

EXERCISES FOR CENTER PLACING. 

(1.) O well for the fisherman's boy 

That he shouts with his sister at play! 
O well for the sailor lad 

That he sings in his boat on the bay! 
And the stately ships go on 

To their haven under the hill ; 
But O, for the touch of a vanished hand, 

And the sound of a voice that is still! 



196 APPENDIX. 

(2.) Then read from the treasured volume 

The poem of thy choice ; 
And lend to the rhyme of the writer 

The beauty of thy voice. 
And the night shall be rilled with music ; 

And the cares that infest the day 
Shall fold their tents, like the Arabs, 

And as silently steal away. 

(3.) In the dim and quiet chamber there's an empty cradle bed, 
With the print upon the pillow of a baby's shining head; 
'Tis a fair and dainty cradle; downy, soft, the pillows white; 
But, within the blankets folded, lies no little form to-night! 

(4.) Fresh as the first beam glittering on a sail 

That brings our friends up from the under- world; 
Sad as the last which reddens over one 
That sinks with all we love below the verge. 
So sad, so fresh, the days that are no more! 

(5.) The face, which, duly as the sun, 

Rose up for me, with life begun. 
To mark all bright hours of the day 
With daily love, is dimmed away! 
And yet my days go on, go on. 

(6.) O sweet and strange it seems to me that, ere this day is done, 
The voice that now is speaking may be beyond the sun; 
Forever and forever with those just souls and true! 
And what is life that we should moan? Why make we such ado? 



EMPHASIS. 



The office of emphasis is to discriminate the idea contained in 
a certain word from all other related ideas: hence, emphasis must 
be placed upon the word containing the new idea; as, 
U I said an elder soldier, not a better." 

" For there shall come a mightier blast; 
There shall be a darker day." 
" And this man is now become a God." 



APPENDIX. 197 

As a rule, do not emphasize the same word or idea when 
repeated in the same connection ; as, 

"None but the brave; 
None but the brave ; 
None but the brave deserve the fair." 

Observe the change of emphasis in the following speech from 
the " Merchant of Venice," after the word " ring " has been intro- 
duced and emphasized: 

If you did know to whom I gave the ring, 

If you did know for whom I gave the ring, 

And would conceive for what I gave the ring, 

And how unwillingly I left the ring, 

Where naught would be accepted but the ring 

You would abate the strength of your displeasure. 

Exceptions to the above rule are 'found in sentences where the 
emphatic word is repeated for additional emphasis; as, 

"Charge, Chester, charge! On, Stanley, on!" 
" I denied you not." "You did." " I did not." 
" Seems, madam, nay, it is; I know not seems." 

Over emphasis weakens a sentence. Emphasis should be deferred 
and concentrated, rather than multiplied; as, 

" Days, months, years and ages shall circle away." 
" Charity beareth all things, believeth all things, hopeth all things, 
endurelh all things." 

" The tear, 
The groan, the knell, the pall, the bier, 
And all we know, or dream, or fear 
Of agony, are thine." 

Incorrect emphasis often changes entirely the meaning of a 
sentence; as, 

" Is a crow a large black-bird? " " No ; a crow is a large black 
bird." "Did you ever see a horse fly through a window? " "No; 
but I have seen a horse-fly through a window." 



ig8 APPENDIX. 

RISING AND FALLING INFLECTIONS. 

After pauses of incomplete sense the voice should, as a rule, 
take a slight, upward inflection, viz. : 

" These are', at best', however', but melancholy sounds." 

" To charm', to win, to arouse', to calm', to warn', to 
enlighten', to persuade — this is the function of the orator." 
"A primrose by the river's brim', 
A yellow primrose was to him, 
And it was nothing more." 

" I will accept neither this', nor that." 

" If ye know that the object is good', then seek it." 

(When the parts of a sentence are closely connected, a mere 
pause should be used instead of the upward inflection ; as, 
"All night the dreadless angel, unpursued 
Through heaven's wide champaign, held his way." 

" Suddenly the noise of hoofs upon the turf outside became 
audible to the startled men.") 

Guard against the falling inflection, after the participle saying" 
and the transitive verb said. How often we hear " And He taught 
them saying'," or, "And He answered and said';" the voice indi- 
cating a completion of the sense before an intimation of what He 
said has been given. 

The rising inflection should be used, as a rule, after words of 
address: as, "Hamlet', thou hast thy father much offended ; " "For 
Heaven's sake, Hubert', let me not be bound!"; "O pardon me, 
thou bleeding piece of earth'!"; "Friends', Romans', country- 
men', lend me your ears." 

When the sense is completed, the voice, as a rule, takes a down- 
ward inflection; as, 

"How high you lift your heads into the sky'! 
How huge you are', how mighty', and how free'." 

"What a piece of work is man'; how noble in reason'; how 
infinite in faculties' ; in form and moving how express and admir- 
able'; in action how like an angel'; in apprehension how like a 
God'!" 



APPENDIX. 199 

" The brooks have a sullen and muffled murmur under their 
frozen surface' ; the ice in the distant river heaves up with the swell 
of the current', and falls again to the bank with a prolonged echo'." 

u The earth is the Lord's', and the fullness thereof ; the world', 
and they that dwell therein'. For He hath founded it upon the 
seas', and established it upon the floods'." 

In definite interrogatives (questions which require the answer 
yes or no, or their equivalents), the voice continues to rise from the 
beginning to the end of the sentence; as, " Will ye give it up to 
slaves?" 

"Have you not heard the poets tell 
Of the dainty Baby Belle?" 

In a series of definite interrogatives the voice should rise a 
little higher with each successive question; as, 

"And do you now put on your best attire? 
And do you now cull out a holiday? 
And do you now strew flowers in his way 
That comes in triumph over Pompey's blood?" 

In some cases the definite interrogative takes a falling inflection; 

as, "Will you go? I ask you, will you go?" 

In indefinite interrogatives (questions which can not be answered 
by yes or no, or their equivalents) the voice continues to fall from 
the beginning to the end of the sentence; as, 

"How is it that the clouds still hang on you?" 
"What cause withholds you then to mourn for him?' 
"To whom shall we go?" 

In a series of indefinite interrogatives the voice should fall a 
little lower with each successive question; as, 

"Wherefore rejoice? What conquest brings he home? 
What tributaries follow him to Rome 
To grace in captive bonds his chariot wheels?" 

When a repetition of what has been asked before is implied, the 
indefinite interrogative sometimes takes a rising inflection; as, 



200 APPENDIX. 



"What's your name?" "What's my name? Why, John." 

(When a strong or peculiar emphasis is suggested, whether used 
to express surprise, scorn, anger, inquiry, vehemence or any unusual 
condition, an inflection, contrary to the general rule, is almost always 
the result.) 



PROSODY. 



Prosody denotes the musical tone or melody which accompanies 
speech. It is that part of grammar which treats of the structure of 
poetical composition. It requires a more measured arrangement of 
words than prose. This arrangement is called versification. 

The harmony of verse depends upon the regular recurrence, at 
fixed intervals, of syllables of a certain quantity. A syllable is long 
or short according to the time occupied in pronouncing it. It is 
accented or unaccented as stress of voice is placed upon it in 
pronunciation ; as, deter, injury. A careful study of versifica- 
tion will lead pupils to a higher appreciation of the best literature. 

A Foot is a division of a verse, consisting of two or three 
syllables. 

The most common and dignified verse in English poetry consists 

of five Iambic feet, or ten syllables; as, 
« 
Perhaps in this neglected spot is laid 

Some heart once pregnant with celestial fire; 
Hands that the rod of empire might have swayed, 
Or waked to ecstasy the living lyre. 

The Heroic measure has a grave and majestic march, well suited 
to heroic argument, especially if it be not fettered by rhyme; as, 

How sweet the moonlight sleeps upon this bank! 
Here will we sit and let the sounds of music 
Creep in our ears; soft stillness and the night 
Become the touches of sweet harmony. 



as, 



APPENDIX. 201 



Iambic verse is sometimes shortened by cutting off one Iambus; 

Thou art O God the life and light 

Of all this won drous world we see! 

Its glow by day its smile by night 

Are but reflec tions caught from Thee. 

The four-lined stanza of Psalmody generally consists of alternate 
Iambic verses of four and three feet; as, 

Lord, Thou didst love Jerusalem; 

Once she was all Thine own. 
Her love Thy fairest heritage, 

Her power Thy glory's throne. 

A half foot is often added to an Iambic for the sake of variety; 
as, 

Waft, waft, ye winds, the story 

And you, ye waters roll, 
Till, like a sea of glory 

It spreads from pole to pole. 

RHYME AND BLANK VERSE. 

Rhyme is the name by which we distinguish verses that are 
closed by final syllables of similar sound; as, 

Hope for a season, bade the world farewg//, 
And Freedom shrieked when Kosciusko fell. 

This similarity of sound is not found in the final syllables of 
blank verse. The habit of giving the falling inflection to the final 
words in the lines of blank verse may be corrected by writing the 
poem in prose before its reading is attempted. Frequent drills in 
scanning the lines will lead pupils to make the pauses requisite to 
distinguish blank verse from prose. 

An Alexandrine line consists of six feet or twelve syllables. It 
is occasionally introduced into heroic verse at the close of a pas- 
sage ; as, 

Time writes no wrinkle on thine azure brow, 
Such as Creation's dawn beheld, thou rollest now. 



202 APPENDIX. 

The subject of versification has been merely touched upon with 
a hope that teachers may lead pupils of higher grades into a careful 
study of it. As soon as words are made familiar and reading 
becomes easy, the higher plane of Melody should be reached. 
Remember that the voice of song is not sweeter than the voice 
of eloquence and that, as Richard Wagner has said, "the oldest, 
purest and most musical instrument; the instrument to which, 
alone, our music owes its existence, is the human voice" 



SUPPLEMENT. 



The following, found in a school journal of recent date, admirably explains the result 
of presenting the word " as a whole " in primary grades: 

" There is quite a general complaint among teachers, principals and superintendents 
"that pupils in the higher grades are not able to read with ease and expression; they have 
" so little mastery over words that an exercise in reading becomes a laborious effort at 
"word-calling. Pupils read, usually, very well through the first three readers, according to 
"our present standard of reading in these grades. But the trouble begins in the fourth 
"reader, and by rthe time the class is, in the fifth, the reading recitation is torture to the 
"teacher, and a hateful task to the pupil. There can be no good reading without the 
"ability to call words readily, and it may be well to consider whether the methods of 
"teaching primary reading, and which seem productive of such good results in the primary 
" grades, are not at fault in preparing the pupil for the advanced reading. We are in- 
" clined to think the inability of pupils in the higher grades to call words is the legitimate 
"outgrowth of the teaching of the word method. By this method the word is presented to 
" the child as a whole, and the teacher either tells the child the word, or by skillful ques- 
tioning leads him to use the word. Later, when phonics have been introduced, the 
"teacher writes the new and difficult words on the blackboard and marks them. The 
"general results of these methods on the mind of the pupil are about the same. He soon 
" learns to think he can do nothing with a new word without the help of the teacher in some 
"way. While he should be learning independence in making out his words, he has 
"learned dependence, and his dependence increases with the increase of difficulties." 



It has been said of our method that it gives the first grade teacher too much to do. 
There is no necessity for this. It merely proves one of two things: either that she attempts 
more than is expected of her, or that, because of her ignorance of phonics, she is forced to 
study each lesson before she presents it to her class. If the latter, the effort requisite to a 
clear comprehension of the method will yield ample compensation from the fact that the 
work, when thoroughly understood, becomes easy — requires no such effort as word method, 
where individual words must be presented through all the grades. The method should be 
as carefully studied by second and third grade teachers as by first. The former should be 
thoroughly prepared to carry on, faithfully, the drills in articulation and independent pro- 
nounciation begun in the first grades. Added to this, independence in placing the accent 
mark should be taught. This is a new step, because monsyllables, only, are used in the 
classifications presented for first grades. 



2o 4 SUPPLEMENT. 



A NOTE TO TEACHERS. 

During the first month or six weeks you should proceed very slowly, making the 
children perfectly familiar with each lesson before another is given. This slow work at 
first will prove a great benefit afterward and prevent the necessity of going back and doing 
over the first work. Read your Manual carefully and understand the language — just what 
each sentence means. After following its directions faithfully, you will be astonished at 
the results in the course of two or three months' work. 

Do not go beyond the twentieth chapter of the Johnny Story until you have taken the 
children through the thirty-first page in the Speller (the thirtieth page can be 
omitted until later if you think best). If you prefer, you can omit the thirteenth, 
fourteenth, sixteenth, seventeenth and eighteenth chapters of the story until you 
have reached the twenty-ninth page of the Speller, but before beginning your 
work on that page, teach them the sounds found in the thirteenth, seven- 
teenth and eighteenth chapters. You need not teach them the fourteenth and 
sixteenth chapters until you have finished the thirty-first page of the Speller, as the 
X and y are first met with on the thirty-second page. Adapt the twentieth chapter of the 
Johnny Story to the thirty-first page of the Speller. After finishing the thirty-first page of 
the Speller, which completes the lessons on a short, then take the children through the 
lessons on a short in the First Reader. After you have completed all the lessons on a 
short in both Speller and Reader, you should then give the children the fourteenth, six- 
teenth and twenty-first chapters of the Johnny Story, teaching them the sound of e short. 
There are but these three additional sounds to teach until the class has finished the thirty- 
fifth page in the Speller, and all the lessons in e short in the First Reader. If you con- 
tinue your instructions in this way, the children will not confuse the vowel sounds. Be 
sure that the pupils are able to pronounce distinctly and rapidly every word, down and up, 
in each column of the Speller before you commence the drill of the following column. 
Also when a page is completed, see that the children can pronounce the words across the 
page from left to right and from right to left as readily as down the columns before you 
take up the work on another page of the Speller. Do not become discouraged during any 
of the first stages of your work. It must be slow in the beginning, and you will not really 
know how much the children are gaining from day to day. Remember, too, that you can 
not accomplish as much during the first year in the school-room as you will be able to do 
after you have had a year's experience. 

We have often been requested to give teachers some idea of the time it should take to 
accomplish certain stages in the development of this work. It is impossible to give any 
very definite idea on this point, as so much depends both upon the teacher and her class of 
children. Many teachers find no difficulty in familiarizing their pupils with the sounds of 
a short and the consonant sounds during the first two weeks of school. If the class has 
finished the thirty-first page of the Speller (omitting page thirty), together with the adapted 
reading lessons, at the close of the first ten weeks the teacher may feel very well satisfied 
with her work. If the forty-sixth page in the Speller together with the accompanying 
lessons, have been completed by Christmas the class has made good progress. 



SUPPLEMENT. 205 



The work of the first primary teacher should be to use our Speller for pronouncing 
lessons (in , connection with the Leaflets and First Reader lessons) to the eighty-fifth page 
but no farther. It is on this page that dissyllables are introduced for the purpose of 
accompanying the lessons of our Second Reader, and it is here that the work of the 
second grade teacher should begin. 

Give drills upon dissyllables ending in ingand show that the accent must not be 
placed upon this family name. If not upon ing then upon the first syllable. After 
this explanation have pupils mark, accent and pronounce all the words found on pages 
eighty-five and eighty-six of Speller and then read the first four lessons in Second 
Reader. 

Give a drill upon dissyllables ending in Ie and follow this with the marking and 
pronouncing of the words found upon pages eighty-eight and eighty-nine. Then have 
pupils read the lessons in Second Reader in which the "le" words occur. Continue in 
this alternate use of Speller and Second Reader until all the lessons of Speller have 
been pronounced. After this, have pupils write, mark and pronounce the words found 
at the beginning of each reading lesson before they pronounce from the book. 

Insist upon the falling inflection in the pronunciation of the words at the beginning 
of reading lessons. It is handings, not handing'; apple\ not apple'. 

New classifications must be dealt with as pupils are promoted. A careful study of 
the notes for the Third Reader will enable the third grade teacher to present the pre- 
fixes and suffixes in the order of their arrangement. The pupils should carefully prepare 
the new words before their pronunciation is attempted. Disinclination upon the part of 
teachers to carry on the Synthetic work because of the study it involves should not be 
accepted as an apology for its discontinuance in higher grades. No greater boon than 
a pure pronunciation can be conferred upon the rising generation. This can never be 
secured while teachers are willing to remain in ignorance of the accepted rules of 
Orthoepy. 

Teachers should realize the necessity of making pupils acquainted with prefixes and 
suffixes. They should learn to recognize these by sight in the same manner as they 
were taught to recognize the keys of words; they should be reminded that the same 
general rules apply to syllables as to words; for this reason the prefixes ab, ac, ad, 
etc., must have the breve placed above the vowel. They must expect to mark the 
vowel short if r is not the final consonant, just as they did the "family names" of the 
short vowels. They must lead pupils to see that the accent must not be placed upon 
the prefix except in cases where we wish to convert the verb into a noun or an adjec- 
tive; as, pre'fx, prefix'. 

Pupils should be made familiar with suffixes in the same way and led to see that 
the accent must not be placed upon these. 

The third grade teacher should understand that her work is as important as that 
of the first and second grades. The black-board drills should be as thorough, and as 
much care should be required in the placing of the diacritical and accent marks as in 
second grades. 

New words must be presented as the child's vocabulary enlarges, and these words 
should be introduced in a methodical way. 



2o6 SUPPLEMENT. 

TEST QUESTIONS FOR PUPILS BEFORE BEGINNING 
THIRD GRADE WORK. 

I. — Write, diacritically, all the sounds of a, and, after each sound, write all its 
equivalents. 

2. — Write, diacritically, all the sounds of e, and, after each sound, write all its 
equivalents. 

3. — Write, diacritically, all the sounds of i, and, after each sound, write all its 
equivalents. 

4. — Write, diacritically, all the sounds of O, and, after each sound, write all its 
equivalents. 

5. — Write, diacritically, all the sounds of u, and, after each sound, write all its 
equivalents. 

6. — Write the general rule for the correct placing of diacritical marks above the 
short vowels. 

7. — Write the general rule for placing the diacritical marks over the long vowels. 
8. — What diacritical mark must we place above a when it is followed by r? 
Write some exceptions to this rule. 

9. — What when followed by rr? Some exceptions. 
10. — When and how must we mark o hard? 

11. — When and how must we mark c soft? Write ten exceptions to this rule. 
12. — When and how must we mark g hard? 

13. — When and how must we mark g soft? Write ten exceptions to this rule. 
14. — Write the aspirates, the vocals, the sub-vocals. 

15.— /Tell why s has its true sound in the following words: Caps, vests, desks, 
quaffs. 

16.— Tell why s is an equivalent of z in the following: Clams, fans, cars, 
cakes, rains, cows, boys, toes, days. 

17. — Give the aspirates corresponding to the sub-vocals b, d, V, z. 
18.— Tell why passed is pronounced as if spelled past; Stepped as if spelled 
stept; knocked as if spelled knockt; hushed as if spelled husht. 

19.— What consonant changes the sounds of nearly all the vowels that precede it? 
Give examples. 

20. — What effect has w upon the sound of a in three and four letter words begin- 
ning with wa? Give examples. 

21. — Why do we not mark a with one dot under in the following words: War, 
warm, walk, talk? 

22. — Write the rule for marking a Italian; for marking a broad; for marking a an 
equivalent of o short. 

23. — Write the rule for placing the tilde over e, i and y; for marking o and u with 
the circumflex. 

24. — When and how do you make or an equivalent of ur? Give examples. 
25. — Write six monosyllables in which or must have the circumflex placed above 
and six in which it must have this mark placed below the vowel. 



SUPPLEMENT. 207 



26.— What classes of words require the circumflex to be placed above a and e? 
Give examples. 

27. — What change is made by the addition of s in monosyllables ending in ce, 
ge, S0, ze and ss? Give examples. 

28.— What sound must we give S at « the beginning of words and in words where 
SS occurs? 



DIRECTIONS FOR THE USE OF POLLARD'S 
SYNTHETIC THIRD READER. 

Follow, step by step, the instructions for presenting each lesson as it occurs. Show 
that the rules governing the sounds of the short vowels in monosyllables apply, as well, 
to the first syllables of longer words, and also to accented syllables; that, in first sylla- 
bles ending in any consonant except r, we may expect to mark the vowel short. 

Explain clearly the meaning of the obscure sound of a vowel. Show, by illustra- 
tions, that it is its short sound shortened and spoken lightly, without emphasis; and, 
because of this, we may expect to find the " obscure vowels " in unaccented syllables. 
Make this clear by contrasting accented and unaccented syllables of the same orthog- 
raphy; as, efface, furnace; bandage, husband; renting, parent; winning, frodkin; onset, 
gallon; button, gamut. 

In this way lead pupils to see that it is the accent that determines the obscure 
sounds of the vowels in second syllables. 

Do not, however, lead them to think that exceptions will not be found. As a gen- 
eral rule a has its obscure sound in unaccented syllables, while e and i are often either 
short or silent. It will be found safer to mark e and i short in such words as fuel, 
poem, moment, silence, pupil, civil, curtain, etc., because of the danger of 
substituting the sound of u short for the obscure sounds of e and i. By so doing, the 
common errors in pronunciation, such as poum, momunt, pupul, etc., will be 
avoided. 

ar, er, ir, or and yr obscure. Indicate that these sounds must be made obscure 
by placing the inverted breve under each vowel in the unaccented syllables of the fol- 
lowing words, reminding pupils that the vowel sound must not be separated from the 
sound of the r that follows it — that it is the obscure sound of these " pony vowels " we 
must give when they are found in unaccented syllables; as, mortar, mother, 
fakir, odor, murmur. Prove, by pronouncing the word murmur, that the sound 
of ur in the last syllable is the same as in the first, except that it is spoken more 
lightly and rapidly. 

Give daily drills, first upon the prefixes and afterward upon the suffixes of classi- 
fied words found in the 1 lessons. Results will show that pupils will become so thoroughly 
familiar with these "beginnings" artd "endings" they will recognize them readily in 
longer words and, by this means, will be able to distinguish the roots of words and 
place the accent correctly. 

A study of the derivation of words belongs, properly to Fourth Reader grades, but 
a rapid recognition of prefixes, suffixes and roots will be the result, if daily drills be 
given in the correct prounciation of classified words. 

LESSON I. — Explain the meaning of the word prefix. Write upon the board the 
words around, abstain, account, and show that a, ab and ac are prefixes. 



2o8 SUPPLEMENT. 



Explain that the same rules must be applied to the marking of prefixes as were ob- 
served in marking monosyllables; that the prefix a is always obscure, as, amidst; 
that a is short in ab and ac because these prefixes do not end in r\ that, as the 
accent must not be placed upon the prefix, it must fall upon the second syllable. 

Train pupils into a quick perception of the prefixes in the same manner as they were 
trained to recognize the keys of monosyllables. When made perfectly familiar with 
the prefixes used in the classified words at the beginning of each reading lesson, show 
them where the mark of accent must be placed. Require them to copy and mark the 
classified words of this lesson. This will impress upon them the rule that the accent 
must not fall upon the prefix. If not upon the prefix then it must fall upon the sec- 
ond syllable in the words presented. 

Present only the classified words prepared for the purpose of teaching accent, and 
thus avoid the confusion that must arise when pupils attempt to classify words before 
they are made familiar with prefixes. 

They should be required to pronounce these words, rapidly and distinctly, before 
the reading is attempted. This drill in marking and pronouncing is to make them 
thoroughly acquainted with classified words, whether found in the reading lesson or 
elsewhere. It will, furthermore, teach them where to place the accent when similar 
words occur in the reading lessons that follow. 

Pupils may form sentences, using as many as possible of the words found at the 
beginning of the lesson. This "sentence building" and the placing of the accent 
marks correctly, in the classified words, should precede the reading lesson. It is this 
preparation that makes them familiar with the new words and enables them to spell 
correctly when the same words are dictated for that purpose. It will also cultivate a 
proper use of language. 

Pupils may try to find words, similar to the classified lists, in the accompanying 
reading lesson. 

LESSON II.— Make pupils familiar with the prefixes ad, af, ag, al and an, 
after which require them to write the classified words and place the accent marks cor- 
rectly. Show that a is short because the syllables do not end in r. 

Give daily "talks" upon action words. Prove 'that the words at the beginning of 
this lesson are action words by prefixing the preposition to to each. Ask the meaning 
of to admire, to advance. Whenever it is possible let pupils "act out" these 
words. Make this a daily exercise. 

For busy work desire pupils to write sentences, using a different action woi \ in 
each. Confine them to the use of the words at the beginning of the lessons. 

Also require that the accent marks be placed correctly, calling attention to the 
fact that prefixes must not be accented, except when we wish to change verbs of the 
same orthography into nouns or adjectives; as, prefix', pre'fix, concert', COn'cert" 

LESSON III.— Write upon the board ap, ar, as and at, and train pupils into a 
quick perception of these prefixes. Refer to the change made in the sound of a when 
it is followed by r and also rr. (Rule given in the Manual.) As, afar, array, 

LESSON IV.— If the prefix contains but one vowel and this is its final letter, 
mark the latter long (according to rule for monosyllables); as, begin, 

LESSON V.— Explain that the prefixes com and con have the same meaning; 
that the consonant following determines which must be used; that second syllables 
beginning with b, p and m require the prefix com, while those beginning with c, 
d, f, t and V are preceded by con. 



SUPPLEMENT. 209 



LESSON VI.— Present the prefixes col, cor, de and dis for rapid recognition 
and afterward refer to each separately. Require that the true sound of o short be 
given in the prefix col. 

Show that the sound of or in correct, corrupt, etc., is neither short nor cir- 
cumflex, but obscure because found in the unaccented syllable. 

In teaching the obscure sound of or give its true sound first and afterward 
explain that it is this sound shortened. 

In treating of the prefix dis explain that, as a rule, s has the sound of z when 
it is followed by a vowel in the second syllable; as, disarm. 

LESSON VII. — Keep the thought before pupils that, except in nouns and adjec- 
tives, the prefix must not be accented. As a rule x equals gz when followed by a 
vowel or a breath consonant; as, exact, exhaust; but has its true sound when 
followed by other consonants; as, expire, extract. 

LESSON VIII.— Explain here that in the prefix for, the vowel has, as a rule, 
its short sound; that the same rule must be applied to the prefix fore as to 
monosyllables ending in e. 

In presenting such words as impart show that a is Italian because it is found 
with r in the accented syllable', but in such words as collar, dollar, it is obscure 
because found with r in the unaccented syllable. 

LESSON IX.— Define the prefix in. Refer to the word indeed to show that 
we occasionally find a word that is not a verb with the accent on the second syllable. 
Pupils will see, at once, that indeed is not a verb because it does not express an 
action. Here show again that a verb can be changed to a noun by placing the accent 
upon the prefix; as; incense', in'cense. 

LESSON X.— Make pupils familiar with the prefixes mis, Ob, OC and of before 
they place the accent marks in this lesson. 

Show that ob, OC, of and op have the same meaning, and that the prefix ob 
is used where the consonant is not doubled. 

LESSON XI.— Make pupils familiar with the prefixes per, pre and pro. Ask 
if all these words are verbs and why. 

LESSON XII.— Re, sub. Ask, "How many think that all the words of this 
lesson are verbs?" 

LESSON XIII. — Sur, SUS, SUC and suf. Ask, "How many and what words 
in this lesson are not verbs?" 

LESSON XIV. — In this lesson, follow the same plan. Lead pupils into the habit 
of recognizing the verbs in each lesson before placing the accent. In this way they 
will learn that the larger proportion of verbs of two syllables have the accent on the 
second. 

LESSON XV.— In words containing double vowels show that the accent usually 
falls upon, the syllable containing the double vowel. Show, by comparing the words of 
this lesson, that the accent falls upon the syllable containing ee. Pupils may deter- 
mine, by placing a or the in front, which of the words of this lesson are nouns. 

LESSON XVI. — Here, also, show that, with the exception of words with the suffix 
hood, the accent usually falls upon the syllable containing OO. 

Pupils may use these words in sentences to show that they understand their meaning. 

LESSON XVII. — Explain the meaning of suffix. Present the suffixes in the same 
manner as the prefixes were presented. Lead pupils into a recognition of the general 
rule that when a is found in the suffix it has its obscure sound. 



2io SUPPLEMENT. 



Give the same general directions for suffixes as for prefixes. 

Do not let the accent fall upon ' the suffix of a word. 

After pupils are made familiar with a certain number of suffixes, present classified 
words for marking. In this way they will soon learn to accent the first syllables of 
such words. 

Present the suffixes al, as, an and and and show that the accent must not be 
placed upon these. 

LESSON XVIII.— Mark e short when ed follows t or d, but silent when ed 
follows other consonants; as, acted, added, asked, reared. Mark e short when 
es final follows C, g, S or x. 

LESSON XIX.— When en final does not follow the liquids I, m, n, r, mark e 
silent. Mark e final silent in words of the " le " family. 

Mark e short in the suffix et. 

LESSON XX.— Show, by illustrations, the different sounds of er. 

ist. When found in monosyllables and accented syllables, as fern, sternly. 

2d. When they are found in accented syllables which are immediately followed by 
a vowel or by r; as, merit, terror. 

3d. When found in unaccented syllables; as, father, lantern. 

In this way lead pupils to see that when er is found in the unaccented syllable, 
the vowel has its obscure sound. They can then determine at a glance the sound of 
er in the words of this lesson. 

Compare the words anger and stranger and show the difference in the sound 
of n when it follows a short and a long vowel, and is followed, in turn, by ge. 

In words where the short vowel is followed by ng we make n an equivalent of 
ng, and -mark g hard, although it precedes e. But, where nge follows a long vowel, 
the n retains its true sound and the g remains soft. 

Here refer to the rule: Mark n equal to ng when it is followed by c or g hard, 
k, q, or x. Show, in this connection, that the ng sound makes g hard in such words 
as linger, hunger, &c. 

LESSON XXI. — Mark e obscure when the second syllable ends in ess. Require 
correct pronunciation. Do not accept of luss for less or nuss for ness. As a 
rule, words ending in less are adjectives; words ending ness, nouns. 

LESSON XXIL— Dissyllables do not end in ick. With the exception of derrick 
we do not find k added. 

Mark i short in the suffixes ic, id, it, etc. 

LESSON XXIII.— Mark i short in the suffixes il, ile, in and ain. Show that 
the suffixes il and ile are equivalents; also that the suffix ile is an exception to sylla- 
bles ending in e silent, its first vowel being short. 

LESSON XXIV.— I is short in the suffixes ing, ish, ist and iff. Like ile, the 
suffix ive forms an exception to syllables ending in e. 

LESSON XXV.— Mark i short in the suffixes ice, ise, eit and ive. 

LESSON XXVI. — In dissyllables ending in y make this vowel an equivalent of 
i obscure when it forms a syllable by itself or is found in the unaccented syllable. 

Require pupils to write the plurals of the words of this lesson applying the rule. 

LESSON XXVII.— Mark o obscure in the suffix or. 

Exceptions are found in the words squalor, furor and stupor, where o retains 
its circumflex sound. 

Make O an equivalent of u short in the suffixes om and ome. 



S UPPLEMEN T. 211 



In the word languor show that u has the sound of w (consonant). 

Rule: When gu is followed by i or o in an unaccented syllable, make u an 
equivalent of w. 

LESSON XXVIII. —Show that the suffixes tion and sion are equivalents. 

Rule: When c, S or t is followed by io in an unaccented syllable, these con- 
sonants have the sound of sh. 

Mark i silent after a dotted consonant and make o equal to u short when tio or 
sio is found in the same syllable. 

LESSON XXIX.— Show the difference in* the pronunciation of words ending in 
OUS and ious. When the syllable begins with ci or ti, then the sound of sh must 
precede OUS; but when ous is preceded by any other consonant this sound is never 
heard. 

Compare such words as famous and gracious, pompous and cautious 
that pupils may recognize the difference in the pronunciation of the last syllables. 

The word full, used as a suffix, always drops one 1, and its compounds, made by 
the addition of this suffix, form their plurals regularly by adding s to the singular; as, 
handfuls, spoonfuls. 

Give frequent drills in the pronunciation of words ending in ute, use and ure. 

Rule: When the suffix ure follows d, t or 1, mark u long and e final silent; as, 
verdure, feature, culture, failure. 

When S has the sound of zh and these consonants are followed by ure orthoep- 
ists differ as to the sound of u. 

In pleasure and leisure Webster suggests the obscure sound, while Worcester 
makes this vowel obscure in all the words where ure follows the sound of zh. 
Teachers can do as they prefer in the pronunciation of such words. 

Write the following stanza upon the blackboard and read, giving u its correct 
sound in words ending in ure: 

"It makes the heart leap but to witness his joy: 
Proud wealth has no pleasure, I trow, 
Like the rapture that beats in the pulse of a boy 
v As he gathers his treasure of snow. 

Then lay not the trappings of wealth on thine heirs 
While health and the riches of nature are theirs." 

LESSON XXXI. — Show by the words of this lesson that it is the positions syllables 
occupy which determine the sounds of their vowels. When ad, al, ac, etc., form the 
first syllables of words a must be marked short; when these letters form or are found 
in the last syllables, they must be marked with the inverted breve to show they have 
the obscure sound. Also when ack, ach, am and as are found in second syllables, 
we must mark a obscure. 

LESSON XXXII. — Present monosyllables ending in ace, age and ate to show 
that here a is long; as, «Iace, page, mate. Contrast these with dissyllables ending 
in ace, age and ate, to show that a has its obscure sound in these unaccented syl- 
lables; as, solace, "bondage. 

Show, also, that a final has its short Italian sound in such words as drama, 
polka, &c; and that such words form exceptions to the rule for making a obscure 
in unaccented syllables. 

LESSON XXXIII. — In this lesson show the different sounds of ar and war in 



2i2 SUPPLEMENT. 



accented and in unaccented syllables; as, carpet, altar, warfare, bulwark, warden, toward. 

Show, also, how the short , Italian sound changes to the obscure sound with the 
change of accent; as, fasting, breakfast, Passing, carcass, dancer, nuisance. 

LESSON XXXIV. — When en final follows the liquids 1, m, n, r, mark e short; 
as, sullen, omen, linen, children. Also in the words chicken, kitchen, 
aspen and a few others. In other dissyllables ending in en mark e silent; as, 
laden, broken, haven. 

The common error of substituting short u for obscure e has led us to suggest 
that e be marked short in the unaccented syllables em, ent and ment Guard 
against impure pronunciation. It is moment, not momunt; poem, not poum; patient, 
not patiuni. 

LESSON XXXV. — Present words in which er is found both in the accented and 
unaccented syllables; as, sternly, govern. 

In presenting dissyllables ending in er show how many parts of speech they 
represent; as, mother, larger, farther. 

Pupils may use these words correctly in the stories they relate; as, A number 
of the larger boys went over the river. 

The upper part of the old bridge began to totter when they had passed over 
to the farther end. 

Let each, in turn, frame a sentence containing one or more words ending in er. 

LESSON XXXVI. — Give frequent drills in the pronunciation of dissyllables ending 
in est. Remind pupils that the words are lor est, not iorust ; tempest, not tempust. 

In pronouncing dissyllables ending in le caution pupils against introducing the 
sound of u short between the b and 1. Throw the consonant sounds dl, bl, fl, 
pi and kl from the lips quickly and clearly. Do not say wrinkul nor sparkul, but 
-wrinkle, sparkle. 

In words ending in eth require correct pronunciation. Do not accept lovutk. 

LESSON XXXVII. — Rule: When the singular number of nouns ends in f the plural 
is formed by changing the f to V and adding es; as, beef, beeves; self 
selves. 

Give a language lesson on number in connection with this lesson. 

LESSON XXXVIII. — Rule: Nouns in the singular number ending in y preceded 
by a consonant, form their plurals by changing y into i and adding es; as, daisy* 
daisies; pansy, pansies. 

Rule: Nouns ending in y preceded by a vowel form their plurals by adding s; 
as, alley, alleys; valley, valleys. 

A language lesson in number should precede these rules. 

LESSON XXXIX. — Compare monosyllables ending in ence, end, em and el 
with the second syllables of the words of this lesson, that pupils may see that the 
sound of the vowel is unchanged; as, fence, sile?ice, end, legend, hem, poem. 
Guard against such pronunciation as silunce, pou?n. 

LESSON XL.— Show, by illustration, that in monosyllables ending in od, Ol, Op 
and ot, O is short; but, in dissyllables, as in the words presented, o has its obscure 
sound. 

LESSON XLI. — When o is the final letter of the unaccented syllable mark it 
long; as, hero, motto. 

When the unaccented syllable ends in OW, mark w silent and o long; as,* 
elbow, arrow. 



SUPPLEMENT. 213 



When the accented syllable contains ow, give these vowels their diphthongal 
sound; as, coward, bowing. Some exceptions are found in accented syllables in 
which ow equals o; as, below. 

LESSON XLII. — In these lessons show that when the second syllable forms a 
word by itself, its vowel should be marked in accordance with the rules govern- 
ing monosyllables; as, cove, alcove, lock, hillock. 

LESSON XLIII. — As a rule, when on forms the second syllable, or when these 
letters follow a consonant in the second syllable, mark o silent; as, beckon, 
person, button. But when on is preceded by e or i in the second syllable, 
make O an equivalent of u short; as, pigeon, cushion. 

LESSON XLIV. — In the unaccented syllables ub, Ut and um, mark u short; 
as, hubbub, chestnut, alum. 

LESSONS LXV to L. — In these six lessons the words are classified by their 
roots. Lead pupils to see it is the prefix that changes the meaning. In pronounc- 
ing these words be sure that the accent falls upon the last syllable. It is not 
at/tract, ex\xd,z\, subtract, but attract, extract, subtract. 

LESSONS LI, LII, LIII.— Nouns,. Adjectives and Verbs.— If talks about 
language have been given in connection with the reading lessons, pupils will be 
prepared to distinguish readily the noun, adjective and verb. 

The daily drills given in classified words will enable them to distinguish prefixes 
and suffixes at sight. The teacher must refer frequently to the fact that a change 
of accent . often converts a verb into a noun or adjective, or the reverse. 

Show, by illustrations, that the accent falls upon the first syllable in nouns or 
adjectives and upon the second in verbs; as: What a striking contrast we see when 
we contrast green and yellow. 

A rebel is one who rebels against the laws of his country. 

With our increase in population our schools must increase. 

If I ^prefix the prefix con to tent I form the word content. 

Desire pupils to construct similar sentences, choosing the words found at the 
beginning of the lesson — making of each a noun, adjective or verb by merely chang- 
ing the accent; as: Say to the absent pupil that he must absent himself no longer 
from school. 

The teacher should write the same word twice, calling pupils up, in turn, to 
make of it either a noun, adjective or verb by placing the accent correctly. 

Pupils may write two lists of the same words, placing a or an before the 
noun and to before the verb; as, an ^cort, to escort; an z>zsult, to insult; a retail 
store, to retail goods. 

LESSON LIV. — Explain why e is retained in syllables ending in ge. (Because 
it is necessary to show, by this final e, that the g preceding it is soft. Show, 
however, that by common consent, the e has been dropped in many of these words; 
as, fringing.) 

LESSON LV. — Trisyllables. — A trisyllable is a word of three syllables. 

Explain the meaning of the prefix dis. 

Pupils may change the words at the beginning of this lesson to trisyllables by 
prefixing dis to each. 

Show that the accent is not changed when a syllable is prefixed. Pronounce, 
alternately, a dissyllable from the book and a trisyllable from the slate. 

LESSON LVI. — Show how the prefix im changes the meaning of words. Pupils 



2i 4 s UPPLEMENT. 



may prefix im when copying the words of this lesson, and pronounce, alternately, 
from book and slate. Show that the prefixing of this syllable does not change the 
accent. 

LESSON LVII. — After explaining the meaning of in, require pupils to make 
dissyllables of the following words by prefixing this syllable to each, after which 
pronounce from slate and book. 

LESSON LVIII. — Prefix mis to each, in writing the words of this lesson, and 
show how entirely it changes their meaning. 

LESSON LIX. — Prefix un to the words of this lesson, the teacher pointing out 
the change in the meaning as the words are pronounced. 

LESSON LX. — Form trisyllables by prefixing pre to the words of this lesson. 

LeSSON LXI. — Form trisyllables by prefixing under to the words of this lesson. 

LESSON LXII. — Form trisyllables by prefixing inter to the words and syllables 
at the beginning of this lesson. 

LESSON LXII I. — Form trisyllables by prefixing over to the words of this 
lesson. 

LESSON LXI V.— Form trisyllables by the addition of the suffix ion. Here 
remind pupils that t, S and c have the sound of sh when followed by io in an 
unaccented syllable. 

Explain that it would be difficult to say correct-ion — that euphony demands 
that the sound of the final consonant of the second syllable be joined to the suf- 
fix ion. 

Show that, although the addition of ion takes one letter from the second syl- 
lable, still the same syllable is accented; as, reject, rejec-tion 

LESSON LXV. — Drop e final from the dissyllable upon the addition of ion. 

Lead pupils to see that, in words ending in ation, the a is always long, and 
the accent always falls upon the syllable containing a long; as, location. 

In such words as locate show that the accent changes when the suffix ion 
is added. 

LESSON LXVI.— Here show as a general rule that i must be marked short 
when it is followed by tion or sion final; as, fruition, division. 

LESSON LXVII.— In this lesson show that trisyllables are formed by dropping 
final e and changing the d preceding it to s when ion is added; as, evade, 
evasion. 

These exercises in trisyllables ending in ion will help pupils remember which 
words take- Sion and which tion. 

The general rule for marking the accent of such words is to place it upon the 
syllable preceding the last. 

LESSON LXVI 1 1.— Form trisyllables of the words of this lesson by the addition 
ot ion. 

Show, by pronouncing the word expression, that one s is silent and the 
other is joined to the suffix as a part of the third syllable. 

LESSON LXIX.— Rule: Change y final when it follows a consonant, to i or e 
when the suffix er, est, ly, ness or ous is added; as, lazy, lazier, laziest, 
lazily, laziness; pity, piteous; duty, duteous. In like manner form tri- 
syllables of the words of this lesson. 

A language lesson upon the degrees of adjectives should precede the writing, 
marking and pronouncing of the following words. 



5 UP PL EM EN T. 215 



LESSON LXX.— Have pupils form trisyllables by adding ance to the words 
of this lesson. Mark a obscure in the suffix ance. 

LESSON LXXL— Add ment to the words of this lesson. Require pure pro- 
nunciation. It is not munt, but merit. Mark e short in the syllable ment. 

LESSON LXXII.— When the verb ends in a single consonant, preceded by a 
single vowel, double the final letter upon the addition of ing; as, compelling". 
When the final letter is e, drop the vowel upon the addition of ing. 

LESSON LXXII I.— Illustrate the diphthongal sounds by the words of this lesson. 
Require the unclosing and curving of the lips in words containing the diphthongs 
OW and OU. 

Show that the accent falls upon the syllable containing the proper diphthong. 

LESSON LXXIV. — Show in this lesson that when , the diphthong is found in 
the unaccented syllable, w must be marked silent and o long. 

If pupils are not sure about the marking of such words, they may accent both 
ways, but if they accent the second syllable, they must give OW the sound of a 
proper diphthong; as, allow. If they accent the first, then w is silent and o 
long; as, pillow. A few exceptions are found; as, below. 

Require distinct articulation in the pronunciation of the syllable containing the 
improper diphthongs. The word is morrow, not morru. 

LESSON LXXV.— Show that the accent falls upon the syllable containing the 
diphthongs oy and oi. 

Pupils need be at no' loss to determine the sound of these diphthongs. They 
are always the same. 

LESSON LXXVI. — As in dissyllables, lead pupils to see that, in trisyllables, the 
accent falls upon the syllable containing ee; as guarantee. 

Also, when i has the sound of e long, the accent must be placed upon the 
syllable containing the long vowel; as, magazine. 

LESSON LXXVIL— Make pupils familiar with the suffix able. Explain the 
difference in the sound of a in this suffix and in the word able. In the word, 
a is long because it is found in the accented syllable. In the suffix, it is obscure 
because found in the unaccented syllable. 

Explain why the first vowels of the first six words of this lesson are long. 
Show that it is because these words are derived from monosyllables from which e 
final has been dropped upon the addition of the suffix; as, sale, note, love, 
cure, etc. 

LESSON LXXVIII. — As a rule, words ending in ce and ge retain the e when 
the suffix able is added. This final e is retained to show that the c or g pre- 
ceding it is soft; as, peaceable, chargeable. 

Were not this vowel retained, the words would be peacable, chargable. 

LESSON LXXIX. — Show, by the words of this lesson, that it is in the accented 
syllables the long vowels are found. Desire pupils to pronounce across the page, 
from left to right, that they may realize this change of accent. 

LESSON LXXX— Show, by the words of this lesson, that, when the first and 
second syllables form complete words, the suffix ize must be added; but when 
the first and second syllables do not form complete words, the suffix ise must 
be used. 

Exceptions will occasionally be found, but this general rule will assist pupils 
in determining the correct orthography of many words. 



216 SUPPLEMENT. 



POLYSYLLABLES.— Show that the same general rules that govern the mark- 
ing of trisyllables may be applied to polysyllables. 

As previous drills have made pupils familiar with prefixes and suffixes, they 
will readily recognize these in longer words and refrain from placing the accent 
marks over them; as, for instance, in the word advisable, they will see at a 
glance thct ad is the prefix and able the suffix, and know at once that the 
accent tails upon the second syllable. 

When polysyllables end in ophy, Ogy, etry, &c, show that the accent must 
fall upon the syllable preceding these final syllables. Also, as in dissyllables and 
trisyllables, place the accent upon the syllables which precede such final syllables 
as tion, sion, tious, cial, &c 

As a general rule, when a, e, O or u forms a syllable by itself, mark the 
vowel long if it does not form a part of such suffixes as, able, ible, acle, &c; 
as, recreation, astrology, impetuous. 

When syllables ending in a, e, O and u are followed by the final syllables 
tion and sion, mark these vowels long and place the accent mark above them; 
as, penetration, locomotion, diminution. 

When i forms an unaccented syllable by itself, as a general rule mark it short; 
as, solicitous, political. Exceptions are found where i forms the first syllable 
of a word; as, identical. 



READING. 



When we desire to have our children instructed in music, our first care is to 
secure a competent teacher — one whose ability is unquestioned. So should it be in 
the selection of teachers for primary grades; only good teachers should be em- 
ployed. Teachers who shall be able to prove, through their daily readings to their 
classes, that "the voice of song is not sweeter than the voice of eloquence;" teach- 
ers whose varied and perfect modulations shall in turn bring to mind such har- 
monies of nature as the whispering leaves, the babbling brook, the roaring water- 
fall. In this, as in other branches, we should secure for the child only such models 
as we desire him to imitate. 

The Pollard Method is one of voice culture from the beginning. Our first drills 
in articulation teach the pupil the difference between vowel and consonant sounds. 
He is thus led to note the difference between pure and obstructed tones. Breath- 
ing exercises follow the teacher's explanation of breathing and should be repeated 
daily at the beginning of each phonic drill. 

The method teaches reading as music, art, mechanics are best taught — by so 
familiarizing the child with the rudiments that the correct use of them becomes 
involuntary, and all his energies are left free for concentration upon the important 
work of word-painting, expression and emphasis. 

The piano player is forced to spend weeks, months, years, in the practice of 
the scales and finger exercises, so that the mere touching of the required keys 
becomes a matter largely of mechanical action, and only when this proficiency is 
attained are the great things of music— the bringing out of its thought, heart, soul- 
attempted. The Pollard method trains the child to a rapid, prompt, unhesitating, 



SUPPLEMENT. 217 

almost mechanically accurate, recognition and pronunciation of the words composing 
every sentence. The Pollard-trained vocal organs touch the sound-keys of lan- 
guage as surely and with as little thought as the fingers of the expert pianist 
strike the sound-keys of his instrument; and, like the pianist, the child's every 
energy and power is free for concentration upon the great and (by this time) the 
delightful work of searching out the diamonds of thought and giving them clear- 
cut and sparkling to his listeners. 

Do we ever require a child to talk naturally? Is not reading giving expres- 
sion to the thoughts of others — telling their stories for them? If so, and if the 
lesson is within the comprehension of the child, what is there to prevent his talk- 
ing the sentences with the ease and freedom that natural expression demands? 
Nothing save the hesitancy — the uncertainty— induced by those insurmountable ob- 
stacles, unfamiliar words. 

Judging from results, which are everywhere apparent, I do not hesitate to affirm 
that it is the prevailing methods of teaching which make good readers the excep- 
tion and not the rule. How can it be otherwise when independent pronunciation 
forms no part of the instruction — when drills in articulation are left wholly to the 
choice of the teacher — when the memory is burdened with a limited number of 
word-forms which the eye must learn to distinguish before others are introduced? 

That we may be able to realize how such reading becomes laborious, uncertain 
and unnatural, we have only to attempt to read stories in a foreign language 
before we have made ourselves thoroughly familiar with the words of which they 
are composed. 

We are, perhaps, acquainted with a certain number of these words and begin 
a sentence bravely, only to stop abruptly before the first obstacle we encounter 
until assistance is rendered. Again, we proceed but only to find another hindrance 
farther on, and finally when frequent interruptions lead us to realize our helpless- 
ness, we abandon the task, resolved to make a more careful study of the words 
before we attempt to read intelligently. 

Throughout my long experience in the school-room, I found no difficulty in 
teaching my pupils to read well. The natural expression came without effort upon 
my part. They were not taught to " labor through the lines," but to " talk for the 
author;" to study his meaning and render the paragraph or stanza as he would 
were he in their midst; and often, when a beautiful pen-picture was portrayed, it 
was their privilege to lay aside their readers . and favor me with its illustration 
upon the blackboard. 

How pleasing is the memory of the deft fingers that traced the wandering* of 
Enoch Arden after each stanza was read; that showed me how the "lowing herd 
wind slowly o'er the lea" when the Elegy absorbed our thoughts; that pictured 
the dim old forest where the little brother played before he "fell asleep by the 
gates of light!" 



H^HE attention of Teachers and School Officers is par- 
1 ticxllarly incited to tl\e educational specialties and 
supplies announced in tl\e following pages, Tl\e intro- 
duction of tlqese practical illustrative l\elps into tt\e 
schools of tl\e country t\as already created a favorable 
improvement in methods, besides inspiring a r\evJ in- 
terest, in giving instruction in tl\e various branches to 
■Wl\icl\ tt\ey relate. We respectfully invite correspon- 
dence fron\ teachers tl\rougt\out tY\e country in reference 
to our publications in tl\is line. Teachers vJY\o rr\ay be 
in tl)e city are cordially invited to call and JT\aKe a per- 
sonal examination of tt\ese r\evJ educational appliances. 

Western Publishing House, 

CHICAGO AND NEW YORK. 



WITHOUT A SUCCESSFUL RIVAL. 



Yaggy's Anatomical Study. 




Among all the devices intended to illustrate the facts and principles of the various 
branches of knowledge in the school-room, Yaggy's Anatomical Study stands pre-eminent 
in completeness and convenience. Its representation of the structure and organs of the 
human body is original and striking, and by its aid the study of Physiology is made easy, 
attractive and thorough. 

This educational appliance has been produced to meet a positive need for some prac- 
tical means to illustrate one of the most important branches of science. Besides, there is 
both a popular and a legal demand for instruction in our schools on the destructive effects 
of intemperance as they appear from the physiological outlook. To meet this demand, the 
Study furnishes a series of the most graphic and convenient object lessons on the ruin of 
the body by alcohol. 

In accuracy and life-likeness of representation and perfection of workmanship, Yaggy's 
Anatomical Study is without a competitor. It is used in ten times as many schools as all 
other anatomical studies combined. It has won the favor of the best teachers o r the 
country, and stands to-day before the educational public with a' record absolutely 
unrivalled. 



YAGGY'S ANATOMICAL STUDY. 



"It surpasses everything of the kind now before the 
public." J. W. Bissell, 

President Upper Iowa University. 



It is the finest article in use in this country. 
Prof. C. H. French, 



Morris. Illinois. 



"To a correspondent who asked, 'What is the best 
apparatus for illustrating Physiology and the effects of 
alcohol on the system?' my reply was, Yaggy's." 
Dr. J. H. Jaokson, 
State Sanitarium, Danville, N. Y. 



It needs only to be seen to be approved." 

Prof. John Cooper, 
Supt. Schools, Evansville, Indiana. 




JVST PUBLISHED. 

PARAGON EDITION OF YAGGY'S ANATOMICAL STUDY. 

To bring the benefit of the use of Yaggy's Anatomical Study within the reach of 
even the smallest schools of the country, we have issued it in a form known as the 
" Paragon Edition." This edition contains not only every feature included in the larger 
form, but also several very valuable additions. To the manikin features are added 
two sectional representations of the structure of the upper and lower extremities* 
unequalled in perfection and detail of structure. 

This Paragon Edition furnishes the cheapest Anatomical Study in the market. At 
the same time, teachers and school officers will find it to be 



In Completeness, 
In Accuracy, 

In Appearance, 
In Mechanism, 



Inferior to A one. 

The Most Reliable. 

The Most Attractive. 
The Most Durable. 



A Teacher's Hand Book, carefully prepared by an experienced educator, is 
furnished with each Study of either edition. This is a complete guide to teachers, enabling 
them, by oral exercises, to give to younger pupils a thorough course of elementary 
instruction in Physiology. 

AGENTS WANTED. 



WESTERN PUBLISHING HOUSE, 



3 E. FOURTEENTH ST. 
NEW YORK. 



315-321 WABASH AVE., 

CHICAGO. 



Yaggy's Geographical Study. 




THIS STUDY has opened a 
new era in teaching Geog- 
raphy. It illustrates in an ex- 
ceedingly novel and perfect 
manner, not only the ordinary 
facts of the subject, but also 
such truths and principles of 
related sciences as are indispen- 
sable to an intelligent knowl- 
edge of this important branch 
of education. It is founded on 
rational and modern ideas of teaching, and is entirely original in many of its 
features. Among these are included: 

First. — A series of seven large maps, thoroughly accurate, and unequalled 
in judicious design, harmony of color and manner of engraving. 

Second. — A collection of 
the most ingenious astronomi- 
cal devices, far superior to 
globes and tellurians in con- 
venience and clearness of il- 
lustration. 

Third. — A'set of beauti- 
fully designed charts illustrat- 
ing the definitions of physical 
geography, mines and mining 
operations, and the wonderful 
animal life of the sea. 

Fourth. — A large litho- 
graphed Zone map, showing, 
in a graphic manner, the races, 
industries, homes, and modes 
of life in all the Zones. 

Fifth. — A chart illustra- 
ting the geological phases of 
geography. 




Sixth. — A relief map of the United States, surpassing in excellence 
anything of the kind in the educational market. 

With this Study before a class, a monotonous recitation is impossible. 
It combines in the most economical, portable and durable form, a complete 
cabinet of geography and its kindred subjects. 



I wish to express my unqualified approval of Yaggy's Geographical Study." 

A. F. Nightingale, A. M., Late Pres. Illinois State Teachers' Ass'n. 



"We have given Yaggy's Geographical Study a thorough examination and are delighted 
with it." Gov. C. C. Stevenson, Pres. Nevada State Board of Education. 



It needs but to be seen to be appreciated. No description can do it justice." 

Prof. Matthews, Supt. Oakland Schools. 



"I am persuaded that Yaggy's Geographical Study is not only the finest thing of its kind, 
but in the variety of the subjects which it illustrates it is without a competitor." 

Prof. S. A. Ellis, Supt. of Schools, Rochester, N. Y. 



' ' I have examined Yaggy's Geographical Study, and have no hesitation in pronouncing it 
the best work I have seen in that line, and hope that we may soon place it in all of the 
schools." Prof. J. M. Frost, Supt. of Schools. Hudson, N. Y. 



' I have examined Yaggy's Geographical Study, and have become convinced that it is to 
the study of geography what a well equipped laboratory is to the study of physics and 
chemistry." Prof. H. C. Adams, Principal Toledo, O., High School. 



' Last evening our Board of Education, by unanimous vote, ordered six Geographical 
Studies for use in the ward schools of this city. I feel that we have thus made it possible for 
our teachers to put new life and efficacy into the teaching of Geography." 

Prof. C. H. Keyes, City Supt., Janesville, Wis. 



'I have examined Yaggy's Geographical Study and am happy to say that it is admirably 
adapted to the purpose for which it was designed. I most cordially recommend it to the favor 
of those who wish to equip their schools with the best appliances for accomplishing good 
educational results." Daniel B. Hager, Principal State Normal School, Salem, Mass. 



AGENTS WANTED, 



THE "PEERLESS" MAP CASE 

(with spring rollers.) 
THE MOST ELECANT AND BEST. 




come rickety. 5. Perfect protection 
of enclosed maps against dust or in- 
jury. 6. Each map provided with 
independent "hangers" and easily 
removable as a single spring-roller 
map, so that different teachers may 
use the several maps at the same time. 



The accompanying cuts furnish 
a general idea of the shape and ap- 
pearance of our new "Peerless" 
Case. » It embodies points of ad- 
vantage which have long been 
needed and desired, but which have 
never before been provided in any 
of the map cases which have been. 
or are now, in the market. 

Among the points of superiority 
referred to, we mention: 1. Conven- 
ience in size and weight. 2. Ele- 
gance of form and design. 3. Cylin- 
drical revolving cover. 4. No hinges 
or anything of the kind liable to be- 



NECESSARY WALL ATTACHMENTS 
WITH EACH CASE. 



THE "ACME" CASE. 

THE FINEST SINGLE MA.P CASE EVER MADE. 




In beauty and in perfect action, the "Acme" leads all the single map cases in existence. 
Whether it is closed, or the map drawn out from it, it is an attractive ornament on the wall of 
any school-room or office. It is as easily taken from place to place as a book. Its weight 
with mounted map is less than three pounds. 



PHRHGON SCHOOL MHPS. 

ADAPTED TO USE WITH ANY CEOCRAPHICAL TEXT-BOOK. 



[Maps Mounted on Heavy Cloth.) 



Description. Size. 

Eastern Hemisphere 36x48 in 

Western Hemisphere _ .36x48 ' ' 

North America ■ _ 36x48 tl 

South America 36x48 ' ' 

Europe 36x48 « ' 

Asia 36x48 " 

Africa 36x48 4 ' 

Zone Map 36x48 " 

Any map, mounted on Spring-roller, in "Acme" Case (illustrated elsewhere), weighs less 
than three pounds. 

These are large maps and show correctly all important geographical discoveries and political 
changes to very recent date. They are the most accurate maps that are published. Their color- 
ing and contrasts are superb. The outlines of every physical feature of land and water are 
sharply and clearly denned. Places of historic importance and all large cities are represented 
by colored spots of varying size, according to population. Capitals are indicated 
by squares, so that they are certain to be quickly learned. Our maps are so complete as to be 
adapted for use in connection with any text-book on geography; still they are less encumbered 
with unimportant details than any other maps in the market, and this fact has won special 
favor from teachers. 

Another important feature, found only on these maps, is what may be called the co-relation 
of continental position. On the map of each continent, enough of the neighboring grand 
divisions is shown to impress constantly and clearly upon the mind of the pupil their relative 
direction and position, and the nature of their connection by land or their separation by water. 

The map of North America, instead of the old-time "British America," shows the 
" Dominion of Canada " with its political sub-divisions. The new political outlines of the South 
American states and of European countries are given on the maps of those grand divisions. 
The map of Asia is thoroughly modernized, and the map of Africa, instead of a " confession 
in blank" of the world's ignorance of the '' dark continent, " shows beautifully the progress of 
discovery, the colonization, aud the territorial changes in that part of the world. 

The Zone map — not included in any other school-map collection — is, itself, a magnificent 
object lesson of the whole world, on the races of people, grades of civilization, modes of habi- 
tation and dress, means of travel, styles of architecture, chief industrial occupations, and 
advancement in science, art and invention. 



PARAGON CABINET SERIES 

COMPRISING 

PARAGON SCHOOL MAPS, 

PARAGON CABINET OF PHYSICAL GEOGRAPHY, 

PARAGON CABINET OF ASTRONOMICAL GEOGRAPHY, 

PARACON RELIEF MAP OF THE UNITED STATES. 



The educational public, so far as it has become acquainted with Yaggy's 
Geographical Study, will appreciate the announcement that the novel and 
exceedingly valuable features which are contained in said work, are now 
offered to schools in parts, in the above named Series. 

We have been led to make this provision for supplying these popular 
illustrative helps in a series of separate collections, by the solicitation of 
many teachers and school officers who, while not immediately in need of 
the complete Geographical Study, or not able to purchase, at once, all that 
is therein combined, are very desirous to secure one or more of its excel- 
lent parts at the moderate cost at which these can now be obtained. 

In the arrangement of the " Paragon Series," the proper division of 
the science into Astronomical Geography, Physical Geography and Political 
Geography has been carefully regarded. This arrangement will do much 
to banish from the school-room the old methods of loading the mind of 
the pupil with geographical facts in jumbled confusion. It will foster, 
instead, more logical methods — so much insisted upon by the best educa- 
tional talent of the country. 

The "Portfolio" and "Easel " features, which have won so much favor 
for the Geographical Study, and which are found only in our publications, 
are retained in the three first-mentioned parts of this Series. 

The publishers confidently claim that this Series furnishes the means. 
for illustrating a greater number of geographical truths and principles than 
can be illustrated by all other geographical devices put together. In 
originality, simplicity and perfect representation, these appliances are far 
beyond competition. 



CABINET No. I comprises the full collection of eight large maps, namely: Eastern Hemi- 
sphere, Western Hemisphere, North America, South America, Europe, Asia, Africa and the 
Zone map; all in our cylindrical, revolving " Peerless " case, (illustrated elsewhere); each 
map being provided also with independent "hangers" and singly transferable, as a spring- 
roller map, to any desired place. 

CABINET No. II contains four large maps, namely: Eastern Hemisphere, Western Hemi- 
sphere, North America and Zone map, (any four maps may be selected); mounted and 'encased 
same as set No. I 

CABINET No. Ill includes four large maps, same as set No. 2, mounted on spring-rollers, 
and enclosed in neat square case. 

SINGLE MAPS. Any one of the above maps may also be had separately, mounted on spring- 
roller in " Acme " case, (illustrated elsewhere) or on plain roller as a wall-map. 

CABINET No. IV includes: 

1. A plate illustrating in a beautiful manner the definitions of all the physical divisions 
of land and water. 

2. A mining chart showing mines of all metals and methods of operation. 

3. A Chart of Marine Life, exhibiting, true to nature, the wonderful phenomena of the 
life of the sea. 

4. A Geological Chart, illustrating the development of lif 3 on the earth, the variety and 
succession of the strata of rocks, and the economic products of the various formations. 

5. A Relief Map of the United States, the most perfect and elaborate thing of the kind ever 
constructed. 

CABINET No. V comprises. a complete outfit for the illustration of those important facts and 
principles of geography which pertain to the earth's astronomical character and relations. Like- 
wise, as an astronomical appliance, it represents, beautifully, the more important facts of elemen- 
tary astronomy. Among its ingenious devices are included: 

1. A novel representation of the Solar System. 

2. A striking illustration of the phases and telescopic views of the Moon. 

3. Two new and original mechanisms for the explanation of the cause of day and night, 
comparative time and the change of seasons. 

4. A most effective representation of the constellations of the Heavens, as thay appear, and 
where they are, at any minute of the day or year. 

This valuable apparatus will satisfactorily take the place of globe, tellurian and planisphere, 
at but a fraction of the cost of these articles. 

CABINET No. VI is a combination in one case of Nos. 4 and 5. 

CABINET No. VII is a Relief Map of the United States. Besides the correct and important 
knowledge which the pupil gains from this, in reference to the contour of surface of our own 
great country, this map furnishes a perfect model for map-moulding, a means of instruction 
prominent among the progressive methods of teaching geography. 



"^Professional Endorsement 



The following are some of the many educators who have endorsed or used our geographical 
appliances : 

W. B. Powell, Supt. of Schools, Washington, D. C. 

James P. Slade, Ex-State Supt. of Public Instruction, Illinois. 

W. H. Banta, Supt. City Schools, Valparaiso, Ind. 

Prof. Bradley, Supt. of Schools, Minneapolis, Minn. 

J A. Estabrook, Supt. Public Instruction, Michigan. 

Daniel B. Hager, Prin. Massachusetts State Normal School. 

Charles E. Boss, Prin. of Schools, Plainfield, N. J. 

H. L. Merrill, Supt. of Schools, Hutchinson, Minn. 

Geo. B. Lane, State Supt. Public Instruction, Nebraska. 

C. H. Churchill, Prof, in Oberlin College, Ohio. 

Prof. Runkin, Red Wing, Minnesota. 

E. E. McCroskey, Pres. Board of Education, Knoxville, Tenn. 

J B. Thayer, State Supt., Madison, Wis. 

Rob't W. Hill, Supt. Indian Schools, Indian Territory. 

J. H. Lawhead, State Supt., Topeka, Kas. 

T. J. Porter, Supt. Schools, Miles City, Montana. 

Prof. Curtis, Winona, Minn. 

Sister L. Stephanie, Superioress St. Joseph's Academy, New Orleans. 

Eli M. Lamb, Friends' High School, Baltimore. 

Capt. P. H. Pratt, Supt. Indian School, Carlisle, Pa. 

Abel E. Leavenworth, Prin. State Normal School, Vermont. 

Prof. Lee, Lake City, Minn. 

J. A. McGilvaray, Sec. Virginia Board of Education. 

J. S. Hopkins, Pres. Georgia School of Technology. 

N. A. Luce, State Supt. of Schools, Maine. 

Wm. D. Cabell, Prin. Norwood Institute, Washington, D. C. 

Matthew Andrews, Supt. of Oakland Schools, Chicago. 

Prof. Wilson, Stillwater, Minn. 

R. A. Ogg, Supt. of Schools, Greencastle, Ind. 

David Howell, Supt. of Schools, Lansing, Mich. 

L. Putney, Supt. of Schools, Gloucester, Mass. 

E. W. Brokaw, Supt. of Schools, Litchfield, Minn. 

J. W. Lycett, Principal, Hoboken, N. J. 

Wm. J. Milne, Prin. New York State Normal School. 

Prof. Dobbin, Prin. Shattuck School, Faribault, Minn. 

H. Howe, Prin. Carson City Schools, Nevada. 

Geo. H. Farnham, Prin. State Normal School, Nebraska. 

Prof. Childs, Principal, Morris, Minn. 

T. H. Smith, Pres. Brownsville College, Tenn. 

W. D. Parker, Pres. State Normal School, Wisconsin. 

J. T. Wining, Supt. of Schools, Preston, Minn. 

Sister G. Gaua, Vicar of St. Michael Convent, St. James, La. 

Wm. F. Fox, Supt. of Schools, Richmond, Vay 

Sister M. Angelica, Academy of Holy Cross, Washington, D. C. 

Florence M. Holbrook, Prin. Oakland High School, Chicago. 

Prof. H. Hilleboe, Willmar Seminary, Minn. 

J. J. Bronson, Supt. of Schools, St. Joseph, Mich. 

O. B. Bruce, City Supt., Lynn, Mass. 

Prof. Hathaway, Supt., Northfield, Minn. 

B. C. Megie, County Supt., Dover, N. J. 



AGENTS WANTED AND CORRESPONDENCE SOLICITED BY 

WR8TRRN PUBLISHING HOUSE, 

CHICAGO: NEW YORK: 

315-321 WABASH AVENUE, 3 E 14th ST., ROOM 24. 



